Clinical Education Seminar II

Clin Ed Sem II

This 6-week course during the 4th term of the DPT curriculum is the second in a series of four clinical education seminars designed to prepare students for their full-time clinical education experiences.

This course prepares students for the Clinical Education I experience including fulfillment of all clinical site requirements. Expectations for the Clinical Education I experience are discussed and students set individualized clinical education goals. All students complete a self-guided training session required for use of the Physical Therapist Clinical Performance Instrument 3.0. Sessions also address sharing and soliciting feedback and preparing a clinical in-service or project.

• 1 points

Clinical Education Seminar IV

Clin Ed Sem IV

This 14-week course during seventh term of the DPT curriculum is the final seminar designed to prepare students for their full-time terminal clinical education experiences and for careers in physical therapy.

The course allows the student to reflect on the challenges and highlights of the 2nd clinical education experience. Expectations for the terminal experience are discussed. Students set individualized goals and fulfill clinical site prerequisites. The seminar reviews resume writing, interviewing techniques, and an overview of the National Physical Therapy Examination (NPTE).

• 1 points

Gross Anatomy

This intensive 15-week course during the first term of the DPT curriculum provides students with detailed coverage of human anatomy through lecture and cadaver dissection. The focus of the course is on structure and the integral relationship between structure and function. A comprehensive understanding of normal structure and function provides the foundation for understanding abnormal structure and function. Both the lecture and laboratory components of the course are critical to success in the program and as a competent entry-level clinician.

This course uses a regional approach to study the gross anatomical structures of the human body, with emphasis on the musculoskeletal system and its associated vascular and neural elements. The structure of synovial joints and their soft tissue support systems will be addressed. The thoracic, abdominal, and pelvic cavities will be explored. Aspects of structure and function as they relate to clinical correlates will be highlighted throughout the course.

• 7 points

Applied Exercise Physiology

Applied Physiology

This 13-week course during the first term of the DPT curriculum provides students with a theoretical basis for understanding the body's physiological responses to exercise. Emphasis will be placed upon the practical application of exercise physiology principles in physical therapy practice.

This course is designed to provide an integrative view of human exercise physiology. This class will cover the acute and chronic adaptations to exercise including the cardiovascular, respiratory, neuromuscular and metabolic systems in relation to acute and chronic exercise.

• 2 points

Kinesiology & Biomechanics I

This 16-week course during the first term of the DPT curriculum is the first of a 2-part series. This is a comprehensive lecture/laboratory course in the first semester of the DPT curriculum, which establishes foundational knowledge of normal human movement and an introduction to aberrant human movement. Fundamental biomechanical and kinesiological principles, including kinematics and kinetics, of human movement are integrated with knowledge of anatomical structures under normal and pathological conditions. Each joint complex of the human body is scrutinized and integrated with a regional interdependence approach to human movement.

This course begins with an introduction to the biomechanical properties of connective tissue and muscle mechanics, followed by a discussion of the integral principles of biomechanics (i.e., gravity, friction, leverage, composition, and resolution of internal and external forces in producing movement). These topics are integrated throughout the kinesiology analyses of the human body, organized by anatomical region. Specific attention will be given to the relationship between anatomical structure and kinesiological function, joint classification, osteokinematics, arthrokinematics, muscle and ligament function, kinematic chains, and alignment. There is an emphasis on kinematics and muscle function in normal functional movements, while pathological movement is introduced. The laboratory component highlights surface anatomy palpation with emphasis on structure identification, positioning, body mechanics and hand placement. Additionally, the laboratory component will emphasize the identification of osteokinematics, arthrokinematics, and muscle actions during simple and multiple-joint movement assessments. Both lecture and laboratory incorporate observation and analysis of normal movement of the limbs and trunk, utilizing patient-specific case studies and selected examples. Optional open lab and lecture review sessions are small group review sessions and/or case discussions, organized by 3rd year DPT teaching practicum students. First year DPT students, who wish to attend, may utilize this time to review their lab/lecture material with their peers and 3rd year DPT students, while asking questions pertaining to the course material.

• 4 points

Professional Leadership & Practice I

Prof Leadership & Prac I

This is the first in a series of 4 courses designed to educate students about the multiple dimensions of professional practice in contemporary physical therapy. These courses will explore the professional roles of the physical therapist as a clinician, educator, and advocate. This will be the first in a series of courses that will address trans-curricular themes including leadership, service, health promotion, advocacy, teaching & learning, interprofessional collaboration and teamwork, cultural humility, and self-reflection, culminating in the creation of a digital portfolio.  The course series will include broad exposure to a variety of professional and personal development experiences and expect more in-depth engagement in the student’s chosen area of focus.

This first course in the professional leadership and practice series will explore the process of professional identity formation, including exploration of attitudes and biases, personality, self-awareness, emotional intelligence, authentic leadership, health & well-being practices, and inclusive excellence. The course will also explore structural and racial barriers to health and healthcare. Students will broaden their understanding of physical therapy practice, structure, and governance of the American Physical Therapy Association (APTA), the APTA vision and core values, and legislative action at the national, state, and local levels. Students will be introduced to the core competencies for interprofessional education and collaborative practice. Students will have the opportunity to reflect on personal strengths and goals and develop a personal development and professional leadership plan. An overview of the Digital Professional Portfolio project will be included.

• 2 points

Professional Leadership IV

This 14-week course, during the third year of the DPT curriculum, is the final in a series of 4 courses designed to educate students about the multiple dimensions of professional practice in contemporary physical therapy.  These courses will explore the professional roles of the PT as a clinician, educator and advocate and address trans-curricular themes including leadership, service, health promotion, advocacy and health policy, teaching & learning, interprofessional teamwork, management of the practice, and self-reflection, culminating in the creation of a digital portfolio. The course series includes broad exposure to a variety of professional and personal development experiences.

PLP IV will cover three intersecting content areas of the practicing clinician: Business Management, Health Care Policy, and Professional Practice. This course will also include the finalization and completion of the e-portfolio started in PLP I. 

Business Management

This course applies basic business, management and marketing concepts and principles to the practice of physical therapy across all settings. The course is designed to review and apply the framework of the US healthcare system within the confines of its capitalistic economy; ultimately driving the models within which patient care is provided in physical therapy. This content area is divided into four areas: 1) General Business Concepts & Organizational Capacity, 2) Entrepreneurial and Administrative Aspects of Health Care Delivery, 3) Branding & Marketing Communications, & 4) Economically Viable Plans for Sustainability of the Practice

Health Care Policy

An understanding of United States health care policy is necessary for physical therapists to participate effectively in the system. Health Care Policy introduces students to aspects of the United States health care system with an awareness of the needs and interests of the various stakeholders, including physical therapists. The content area examines both the pros and cons of select health care policies and encourages a discussion of the reasons and potential solutions for current issues in health policy and health care. The course explains the: 


Historical development and current organization of the United States health care system, including the influencing social philosophies and public policies of the different time periods 

Financing for and oversight of health care within the US system

Current issues in health policy an

• 2 points

Examination & Evaluation

This is the first 15-week course during the first term of the DPT curriculum and the first clinical courses designed to overview basic patient/client examination and evaluation skills in accordance with the International Classification of Functioning (ICF) and the American Physical Therapy Association (APTA) Guide to Physical Therapy Practice.

Introduction to the patient management model with emphasis on examination is presented in a lecture-lab format. The examination process is detailed including systems review and tests and measures of peripheral nerve integrity, flexibility, motor function, muscle performance, posture, and range of motion. Emphasis is placed on, manual muscle testing and goniometry. Students are introduced to clinical decision-making.

• 3 points

PT Management of the Running Athlete

PT Mgmt of the Running At

This course is designed to prepare students for evaluating and treating the running athlete. This course includes an overview of foot and ankle mechanics, lower quarter strength and flexibility examination, application of the Functional Movement ScreenTM, and use of Video Analysis to identify relevant pathomechanics observed during running. Students are introduced to the clinical setting by evaluating patients in the context of a simulated running clinic, prior to participating in the student-led, Columbia RunLabTM clinic. Here they engage in clinical reason discussions and advise runners on exercise programs and improvements to running form. Students participate in training sessions required for the clinic including HIPPA and Blood-borne Pathogens training.

• 1 points

PT Management of the Running Athlete

PT Mgmt of the Running At

This course is designed to prepare students for evaluating and treating the running athlete. This course includes an overview of foot and ankle mechanics, lower quarter strength and flexibility examination, application of the Functional Movement ScreenTM, and use of Video Analysis to identify relevant pathomechanics observed during running. Students are introduced to the clinical setting by evaluating patients in the context of a simulated running clinic, prior to participating in the student-led, Columbia RunLabTM clinic. Here they engage in clinical reason discussions and advise runners on exercise programs and improvements to running form. Students participate in training sessions required for the clinic including HIPPA and Blood-borne Pathogens training.

• 1 points

PT Management of Cardiopulmonary Conditi

PT Mgmt Cardiopulmonary C

This 8 week course, during the fourth term of the DPT curriculum is the first of two courses on cardiopulmonary physical therapy. This course provides extended exposure to normal physiology and pathophysiology of the cardiovascular system.  

Exploration of pathophysiological changes of the cardiovascular system and of evaluative techniques for identifying these changes will provide the student with knowledge critical to decision making in contemporary clinical practice.  The course will cover examination, evaluation, diagnosis, prognosis, intervention, and outcomes for patients with various cardiopulmonary disorders. This course will be given in a hybrid-learning format consisting of asynchronous on-line video lectures, as well as in person classroom and lab time for higher-level activities to solve problems and apply what has been learned outside the classroom to new situations.  Students will need to prepare before a class session and then apply what was learned in face-to-face class meetings.

• 3 points

PT MGT CARDIOPULMONARY COND II

PT Mgmt Cardiopulm Cond I

This 10 week course, during Term 7 of the DPT curriculum is the second of two courses on cardiopulmonary physical therapy. This course provides extended exposure to cardiac and thoracic surgical interventions, their physical therapy, an understanding of medications, ventilators and pacemakers.

Exploration of pathophysiological changes of the cardiovascular system and of evaluative techniques for identifying these changes will provide the student with knowledge critical to decision making in contemporary clinical practice.  The course will cover surgical interventions for cardiac and pulmonary diagnosis, including transplant and ventricular assist devices. Medications and support (ventilators) will be discussed and the implications to PT care explored. This course will be given in a hybrid-learning format consisting of asynchronous on-line video lectures, as well as in person classroom time for higher-level activities to solve problems and apply what has been learned outside the classroom to new situations.  Students will need to prepare before a class session and then apply what was learned in face-to-face class meetings.

• 2 points

PT MGMT ORTHOPEDIC CONDITIONS III

PT MGMT ORTHO CONDITIONS

This is the third in a series of four courses on orthopedic physical therapy. This course emphasizes differential diagnosis, clinical decision-making, and development and implementation of a plan of care for patients demonstrating musculoskeletal dysfunction of the upper extremities.

This course applies the Patient Management Model to musculoskeletal conditions associated with the upper extremities. Examination, intervention, progression and outcome assessment of the upper extremity is linked with diagnostic imaging and conservative and surgical management. Interventions integrate joint and soft tissue manual therapy techniques with therapeutic exercise. Emphasis is placed on clinical decision-making and evidence-based practice in individuals with orthopedic conditions. Exercise applications that are utilized throughout lifespan that address identified impairments; activity and participation limitations are emphasized. Students will apply clinical decision-making strategies to practice, design, modify and progress exercise programs with proper biomechanical alignment and proper muscle balance for optimal performance. This course will be given in a flipped hybrid-learning format consisting of synchronous classroom time, synchronous small group team meetings, asynchronous on-line video lectures. The active learning strategies facilitate “thinking on your feet.” Students will need to prepare before a class session and then apply what was learned in face-to-face class meetings as well as the video lectures.

• 3 points

PT Management of the Adult with Neurolog

PT Mgmt of Neuro Cond I

This 8-week course during the fourth term of the DPT curriculum is the first of a two-part series which applies the Patient Management Model to adults with neuromuscular conditions, in particular acquired brain injury disorders, stroke, and traumatic brain injury. 

Examination, intervention, progression and outcome assessment for stroke and traumatic brain injury disorders are linked with diagnostic imaging and management via medical and surgical methods.  Emphasis is placed on clinical decision-making and evidenced-based practice in individuals with neurological conditions.

• 3 points

Orthotics

This 8-week course during the second year of the DPT curriculum, is the first of a pair of courses on orthotics and prosthetics in physical therapy. This course presents information on the types, components, and appropriate prescription of orthotics in the management of patients. Principles of biomechanics will be utilized to understand the application, evaluation, and prescription of orthotics in the context of patients/clients with musculoskeletal and neuromuscular dysfunctions of the trunk, upper- and lower-extremities.  

The course will introduce and expand students’ knowledge of orthoses used in physical therapy for upper-extremity, lower-extremity, and trunk dysfunctions. Emphasis will be placed on applying biomechanical principles, the available evidence base, and clinical evaluation and management considerations underlying the clinical decision-making of orthotic prescription and clinical care for individuals with range of orthopedic and neurologic dysfunctions. Particular attention will be paid to developing gait assessment skills to allow evaluation of gait abnormalities that can be affected with orthoses. This course requires development of clinical problem-solving skills to determine orthotic solutions and a comprehensive plan of care.

• 2 points

Evidence Based Practice I

This 16-week course during the first term of the DPT curriculum is the first in a series of two courses on evidence-based practice. It equips students to apply or translate research evidence to patient care practices and clinical decision-making.

This course is the first in a series of two courses, which prepare students with knowledge and skills to be an evidence-based physical therapist. The two courses are offered in the first two semesters of the Doctor of Physical Therapy program. The American Physical Therapy Association recognizes the use of evidence-based practice as central to providing high quality clinical care and decrease unwanted variation in practice. Evidence-based practice is a method of clinical decision-making and practice. It includes the integration of best available scientific research with clinical expertise and a patient’s unique values and circumstances. This course covers two major topics: 1) finding and appraising evidence to improve patient care; and 2) communication and technology for evidence-based practice. For the former topic, the focus is on intervention research studies and diagnostic research studies.

• 2 points

MEDICAL SPANISH ELECTIVE

Medical Spanish

Medical Spanish, across all clinical disciplines, has gained support as the population of LEP (Limited English Proficiency) patients has grown.  Although electronic communication devices may aid the clinician during the patient encounter, nothing can substitute for comprehensive training in basic anatomy and communication in the target language.  Appreciating different Hispanic cultures and their approaches to health care also has a positive impact on quality of care, compliance, and affirmative clinical outcomes. Interviewing and conversation skills are developed.  Target vocabularies are related to patient medical history (Hx), PT assessment and goals.  Cultural competency is a central component.

• 1 points

Vestibular Rehabilitation

This elective is offered to students who have an interest in vestibular rehabilitation and wish an introduction to this emerging field of clinical expertise.  The vestibular rehabilitation course introduces the student to signs and symptoms of vestibular dysfunction.  Assessment techniques, types of recovery, and interventions directed toward the different types of dysfunction (e.g. otolithic, canalithic, and mechanical) are introduced to and practiced.

• 1 points

Pelvic Health Rehabilitation

This course is designed to prepare the entry-level physical therapist on the unique approach in completing an evaluative screening and treatment plan for a patient with pelvic health issues.  Many pelvic health issues are frequently under-reported and under-diagnosed based on common misconceptions and social stigmas associated with these sensitive and personal conditions. As we move into our doctoring profession, health and wellness can be part of the cornerstone of a pelvic health specialty, however, appropriate and timely diagnosis and treatment is essential.  Physical therapists are an integral part of the multidisciplinary approach assisting women and men to overcome and manage health issues. This course is designed to enable students, as entry-level clinicians, to improve care for clients throughout their lifespan based on emerging scientific and clinical evidence related to medical conditions unique to pelvic health, and those which occur more frequently in women or present differently in women. The course will include presentations for key pelvic health specialty and subspecialty disciplines including bone health across the life span, obstetrics and gynecology, chronic pelvic pain, bladder and bowel dysfunction, nutritional dysfunction, cancer rehabilitation and fibromyalgia.  Topics will primarily target women from adolescents, childbearing, peri-menopause, menopause, post-menopausal and geriatric years.  The pelvic health specialty will also cover similar topics for the male and pediatric populations.

• 2 points

SPORTS REHABILITATION ELECTIVE

Sports Rehabilitation

The Sports Rehabilitation elective is designed as an introduction for students wishing to gain competencies related to physical therapy for the high-school, collegiate, professional, or weekend athlete. It is intended to give the sports physical therapist a broad understanding of sports-related issues that affect the delivery of physical therapy for the competitive athlete across the lifespan. Lectures/presentations on special sports-related topics, combined with laboratory experiences, provides the student in their final year of the DPT program, an opportunity to gain specific sports knowledge and perspectives on the field for future practice.

• 1 points

HAND & UPPER EXTREMITY REHABILITATION

Hand, Wrist & Elbow Rehab

• 1 points

Foot & Ankle Rehabilitation

This elective teaches the student detailed biomechanical evaluation and manual physical therapy intervention of the lower limb and foot/ankle joints. The application of clinical biomechanics to the assessment and treatment of abnormal biomechanics and its resulting joint and soft tissue dysfunction will be discussed, demonstrated, and practiced. Current available literature and evidence for examination and intervention will be discussed. The course builds upon content taught in prior orthopedic classes.

Students will learn to formulate a differential diagnosis for a variety of foot and ankle complaints that may be seen in a direct access setting. Emphasis will be placed on clinical assessment and associated treatment. A biomechanical assessment of the foot and ankle will be used to determine appropriate manual treatment techniques. Students will learn to observe gait and to assess the neuromuscular control of the foot and ankle in both weight-bearing and non weight-bearing. Movement analysis, x-ray, diagnostic imaging, and clinical videos will be used as teaching tools. Evidence-based practice will be highlighted and dealing with the dearth of good evidence of the foot and ankle will be rationalized.

• 1 points

Cervicogenic Pain & Temporomandibular Jo

Cervicogenic Pain & TMJ

Physical therapy education relative to an understanding of the various types of headaches, orofacial pain and temporomandibular disorders (TMD), as well as their inherent patho-physiological mechanisms, are commonly not covered sufficiently within the entry-level or graduate physical therapy curriculum. This specialty course has been designed to fill the void, which exists beyond the evaluation of the cervical spine and provide knowledge as well as training in definitive evaluative and therapeutic skills unique to this specialty area.

This course is designed to provide the information and necessary skill to delineate the major types of headaches, orofacial pain, temporomandibular joint (TMJ) movement disorders and associated symptoms that originate from the craniofacial and temporomandibular regions from those of a cervicogenic and/or comorbid origin. An in-depth understanding of the anatomical and neurophysiological factors relative to the trigeminocervical, sub-occipital and temporomandibular complex, as well as the cranium in relation to headaches and orofacial pain will be presented. Sub-occipital, orofacial, temporomandibular and cranial pain/dysfunction syndromes will be analyzed with emphasis placed upon their delineation and subsequent development of comprehensive therapeutic paradigms. Workshop sessions will follow the lectures and focus upon case study analysis, proper sequencing and use of manual upper ¼ and craniofacial (intra & extraoral) soft tissue and joint mobilization techniques, therapeutic exercise, adjunctive modalities, dry needling as well as postural and ergonomic intervention for the reduction of pain and inflammation, restoration of function and prevention of recurrence.

• 2 points

PT Management of the Performing Artist

PT Mgmt Performing Artist

This elective course is designed as an introduction for students wishing to gain competencies related to physical therapy for dancers. Target patient population will be ballet, modern and post-modern dancers. The elective will help students begin to develop a template for structuring assessment and interventions with the above patient population, as well as cultivate the independent clinical reasoning skills required in a direct-access environment.

Populations (dancers, dance teachers, and choreographers) in settings specific to their professions and emphasizing lifespan issues in the field. The condition of direct access in on-site facilities enables patients to contact PT quickly when troubles arise and encourages the clinician in clinical decision-making early in the history of an injury or condition. The elective will emphasize recognition of certain characteristic patterns of injury, differential diagnosis and red flags, including when to refer to other health care professionals, recognizing cultural issues in the delivery of care for these patient populations, lifespan issues, appropriate therapeutic exercise progressions, and patient education and self-care.

• Instructor: Jean Timmerberg
  Info
• 2 points

Teaching Practicum Lab

This course is designed to provide a supervised teaching experience for those students who have an interest in laboratory teaching.  Students will be present in the Gross Anatomy (PHYT M8100) laboratory during their scheduled time periods and be knowledgeable of the material being covered.  Students will guide and conduct dissections, identify structures, and teach.  Students will provide help with the identification of appropriate resources and study strategies for successful completion of Gross Anatomy (PHYT M8100).  Students will receive feedback from the students that they instruct and the faculty member regarding their performance.

Students will attend a 1-hour informational meeting during the first week of the fall semester, followed by serving as teaching assistants in a minimum of eight Gross Anatomy (PHYT M8100) lab sessions.

• 1 points

Teaching Practicum Lecture

This course is designed to provide supervised teaching experiences for those students who have an interest in classroom teaching.  Learning & teaching styles, course design, motivating students, dealing with student problems and problem students, and assessment of students will be explored.  Students will plan and implement one  lecture & lab, conduct office hours, construct exam questions, and assist with the administration and grading of an exam.  Students will work closely with the faculty member to complete the course requirements.  Students will receive feedback from the students that they instruct and the faculty member regarding their performance.

• Instructor: Stacy Kinirons
  Info
• 1 points

Teaching Practicum Small Groups

In this elective students will explore learning & teaching styles, course design, motivating students, dealing with student problems and problem students, and assessment of students.  Students will plan and implement one lecture & lab, conduct office hours, construct exam questions, and assist with the administration and grading of an exam.  Students will work closely with the faculty member to complete the course requirements.  Students will receive feedback from the students that they instruct and the faculty member regarding their performance.

• 1 points

RESEARCH PRACTICUM I

This is an 8-week elective that provides students with hands-on experience in clinical research under the direct supervision of faculty.   Students participate in a variety of research activities pertaining to the research question, literature review, and methods for data collection, and if applicable, data analysis. Specific course objectives are developed individually according to faculty expectations and the current phase of the on-going research.

Research Practicum I is designed to provide students with the opportunity to integrate the knowledge obtained in the evidence-based courses with supervised hands-on research experience. The elective provides the student with foundational knowledge and skill in the development and implementation of a research protocol targeting the student’s ability to synthesize and organize finding into a cogent written and/or oral research presentation.  During this semester, students will work to clarify the research question, conduct a thorough search of the literature, become familiar with methods for data collection and analysis, and if applicable, assist the faculty advisor(s) with data collection.

• 1 points

RESEARCH PRACTICUM III

Research Practicum III

This is the third elective in the research practicum sequence that provides students with hands-on experience in clinical research under the direct supervision of faculty.   Students participate in a variety of research activities pertaining to the analysis and presentation of data. Specific course objectives are developed individually according to faculty expectations and the current phase of the on-going research.

Research Practicum III builds on PHYT M8854 and is designed to provide students with the opportunity to integrate the knowledge obtained in the three required evidence-based courses with supervised hands-on physical therapy research experience. The elective provides the student with foundational knowledge and skill in the development and implementation of a research protocol targeting the student’s ability to synthesize and organize finding into a cogent written and/or oral research presentation.  Students are required to orally present their research finding at the PT program’s Annual Columbia University Research Day. Students, in conjunction with faculty, are strongly encouraged to submit a paper to a professional journal and/or present a poster/oral presentation to a professional organization.

• 1 points

Independent Study

• Instructor: Jean Timmerberg
  Info
• 0-1 points

Independent Study

• Instructor: Jean Timmerberg
  Info
• 0 points

Independent Study

• 0 points

YOGA INTEGRATED IN PHYSICAL THERAPY PRAC

Yoga Integrated in PT pra

This hybrid elective course teaches students yoga-based concepts and exercises to
incorporate into physical therapy sessions. Students will have an opportunity to participate and observe
in live virtual yoga classes and workshop-specific yoga exercises and techniques to turn into skilled
physical therapy interventions for a range of musculoskeletal conditions. Students will also have an
opportunity to learn cueing techniques drawn from yoga instruction to enhance therapeutic exercise
Students will learn a background understanding of yoga history, lineage, and foundational concepts. A brief literature review revealing the health benefits will also be presented. The students will participate (physically/observationally) in yoga practice to directly experience some of these benefits. After each yoga class, students will deconstruct components of the class to practice and further explore nuanced cueing to convert specific techniques into physical therapy interventions for specific case scenarios. Students will have an opportunity to design and teach with yoga-inspired cues a short sequence of yoga postures prescribed for a specific case scenario.

• 1 points

Diagnostic Imaging

To fully practice in a direct access setting, physical therapists must have the ability to order diagnostic imaging, when appropriate. Several states, such as Utah and Wisconsin, have sought and received approval for physical therapists to order diagnostic imaging and continued efforts to advance diagnostic imaging privileges are underway in additional states. Physical therapists in the U.S. military have effectively utilized diagnostic imaging privileges since the 1970s. Over the past 50 years, US military physical therapists have become the musculoskeletal provider of choice and nearly all practice in a true direct access setting.

In this session, a group of experienced military physical therapists will introduce attendees to the foundations and principles of diagnostic imaging as well as the procedures for ordering, interpreting, and integrating radiographic imaging results into clinical practice.   In addition, this course will emphasize the rationales and evidence-based guidelines to assist practitioners in the utilization of plain film radiography in clinical practice.  Clinical case reports will also be presented to reinforce concepts and provide practical applications of skills.  At the conclusion of this session, participants will be more comfortable ordering, viewing, and interpreting the results of diagnostic imaging studies.

• 1 points

CancerFIT

Course Overview: This course is designed to integrate didactic knowledge and experiential learning in a clinical setting.

Course Description: This course offers students the opportunity to participate and guide weekly exercise classes for breast cancer patients and survivors. Students have exposure to the clinical setting, design and lead exercise training sessions, and make recommendations for regressions and progressions based on patient responses to exercise. An introduction to current literature describing the benefits of exercise in this patient population is also included.

• 1 points

CancerFIT

Course Overview: This course is designed to integrate didactic knowledge and experiential learning in a clinical setting.

Course Description: This course offers students the opportunity to participate and guide weekly exercise classes for breast cancer patients and survivors. Students have exposure to the clinical setting, design and lead exercise training sessions, and make recommendations for regressions and progressions based on patient responses to exercise. An introduction to current literature describing the benefits of exercise in this patient population is also included.

• 1 points

First Clinical Education Experience

First Clin Ed Exp

This is the first in a series of three full-time clinical education experiences.

Students in good academic standing who have satisfactorily completed all prerequisite professional courses prior to Fall IIB of the DPT curriculum are assigned to a clinical center for an 8-week, full-time clinical education experience. This is the 1st opportunity to perform supervised practice of newly acquired clinical skills in a patient care setting. Students are required to give an in-service, case study, or project presentation in partial fulfillment of the requirements of this experience.

• 0 points

Topics in Cardiopulmonary Rehabilitation

Topics in Cardiopulm Reha

The cardiopulmonary topics program is designed to offer a more comprehensive view of individuals with both cardiac and pulmonary issues.  The majority of patients seen will have a history of chronic disease however those with acute processes will also be included.  The goal of this course is to provide you, the student, with the opportunity to expand the breadth and depth of your cardiopulmonary knowledge.  A variety of clinical practice settings will be offered to you, not limited to physical therapy.  Understanding the team approach to patient diagnosis and management as well as gaining patient perspective is key to gaining a more advanced understanding of cardiac and pulmonary processes. This course will primarily include clinical observations.  The majority of opportunities will be outpatient however some inpatient care will be offered.

• 1 points

ADV SEMINAR IN ORTHOPEDICS

Advanced Seminar in Ortho

Students who want to build on the content from the required Orthopedic courses, may elect this course during the last semester of the DPT curriculum. This 15-week course in the 6th term of the DPT curriculum explores advanced topics and skills in orthopedic physical therapy that will provide the student with beyond entry- level skills and prepare them for clinical challenges ahead.

This course is firmly rooted in the evidence-base and encourages questioning of clinical and research assumptions in the exploration of advanced topics and skills in the area of orthopedic physical therapy combined with experience in the orthopedic clinics at Columbia University Irving Medical Center. Students will take part in interactive discussion of current research related to the application of advanced skills including osteopathic techniques learned and practiced in class. Students will also have the opportunity to customize the content of the course by selecting an area of particular interest to present and teach. Previous course work emphasizing kinesiology, biomechanics, therapeutic exercise, and orthopedics will be integrated with emerging evidence and advanced techniques in the examination, evaluation, intervention, and prognosis of a variety of orthopedic conditions.

• 4 points

ADV SEM-ADULT NEUROREHABILITATION

Adv Sem Adult Neurorehab

Students who want to build on the content from the required Adult Neurorehabilitation courses may elect this course during the last semester of the DPT curriculum. Students are exposed to a variety of clients in different settings and allowed to further develop their clinical reasoning skills, hone their evidence-based examination and therapeutic interventions and verify the psychosocial & socioeconomic impact of disability.

This is a problem-solving case-based course that promotes synthesis of evidence from the neurological and movement science literature in order to critically evaluate current trends in the examination, evaluation, diagnosis, intervention and prognosis of a variety of neurological conditions.  Clinical reasoning is promoted through three pathways:  1) observation and participation in a variety of health care practice settings (e.g. hospitals, outpatient & clinic departments); 2) understanding societal needs; and 3) appreciating the prevailing legislative environment.  Students develop an evidence-based paper formulated to serve as a resource for all course participants.

• 4 points

Advanced Seminar in Pediatrics

Students who want to build on the content from the required pediatric course may elect this course during the last semester of the DPT curriculum. The course provides students with the opportunity to expand the breadth and depth of pediatric knowledge and apply the information to children with a disability.

The course expands and strengthens the knowledge, clinical reasoning, and skill in managing pediatric clients with various disabilities. This course emphasizes examination, evaluation, prognosis and intervention within the context of the child’s culture, family, personality, and age. The impact of legislation, practice setting, team collaboration, and service delivery models are considered in developing the intervention plan. Evidence based practice is promoted through guided literature review. Students are exposed to various interventions, approaches to intervention, age ranges, populations, and practice settings (acute care, outpatient, home-based, school-based, and rehabilitation).

• 4 points

Complex Medical Conditions

This 14-week course during the seventh term of the DPT curriculum is designed to enhance students’ clinical reasoning in managing patients with complex conditions and students’ ability to reflect on their development of clinical reasoning.

This course offers students in their final didactic semester of the DPT program opportunities to think on their feet as well as reflect on their thoughts and decisions after they encounter with simulated patients with complex conditions or watch the unfolding of the simulated cases. The simulated patients are in different clinical domains and various clinical settings. They present with challenging clinical, personal and/or contextual factors, including situations of an ambiguous or unpredictable nature. Students are required to be in the role of a physical therapist, an engaged observer, or a peer evaluator. They are also expected to review relevant case materials before each simulation class, apply what they have learned to each simulation case, and participate actively in the debriefing session of each class using the think aloud method.

• 1 points

Medical Screening III

This course during the final semester of the DPT III curriculum provides students with the continued development of medical screening concepts with a focus on the evaluation and assessment of patient cases/scenarios.  Using a patient case-based approach, this course will emphasize utilizing clinical decision making/differential diagnosis skills effectively and efficiently related to the concept of threshold detection to identify impairments or “red flags” in medical screening that warrant referral to other professionals. Using previously established examination schemes, students will evaluate patient data in order to select the next-best history question to ask or the next-best physical examination procedure to help rule out potential pathological processes. Existing medical screening guidelines will be reviewed and applied to the various cases-illustrating appropriate use of the guidelines and also potential limitations. Professional communication skills and strategies with patients/clients and physicians will be applied and practiced throughout the course.

• 2 points

Physical Therapy Doctoral Seminar

Each semester, the doctoral seminar course is required for learners enrolled in the Doctor of Education program in Movement Science (Physical Therapy). The Physical Therapy Doctoral Seminar includes presentations by invited speakers, doctoral students, and faculty members.   The course will facilitate the development of the learners’ dissertation research ideas and skills. Learners will lead discussions and presentations on their dissertation research topics, attend presentations of other learners’ work, and participate in discussions of the presented research.  Invited speakers will describe current or past research, identify challenges involved in their work, and highlight research conceptualization, approaches, methods, and data analysis.  Guest speakers will review the research arc in various physical therapy research areas in the US and internationally and discuss grant funding plans to support research programs.   The course will examine the importance of the multiple scholarly research formats (platform and poster presentations, the doctoral preparation of the proposal, and thesis presentation).

• 1 points

Foundations in Movement Science Research

Found Mvmt Science Resear

During the first year of the curriculum, the required course is the first in a two-course series designed to provide the doctoral student with foundational skills and knowledge and an understanding of the theoretical underpinnings of rehabilitation research to efficiently progress through the doctoral studies and develop as a scholar. Students will be introduced to the research culture during the first course to develop personal and professional skills to become independent investigator.

A critical component of embarking on a line of research is to understand the work in the field by thorough literature review and integration into the network of researchers in the area to develop collaborations and a ‘team science’ approach.  The course fosters a culture (to promote intellectual curiosity, seek critical review, and embrace the iterative process as ideas take shape to frame research studies)  in which taking intellectual risks and feedback are valued, encouraged, and supported as part of our collective and collaborative task.

Students will explore the arc of a research career, including the importance of posing and constructing research questions to establish aims and hypotheses that promote systematic and rigorous inquiry in theory, design, implementation, and analysis.

Topics explored include proposal writing, quantitative and qualitative study designs, preparation of study instruments and study budget, grants management, research ethics, human subjects review, data management, and the preparation of oral presentations, abstracts, posters, and manuscripts.

• 3 points