Clinical Education Seminar II

Clin Ed Sem II

This 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. Sessions also address sharing and soliciting feedback and preparing a clinical in-service.

• 1 points

Clinical Education Seminar IV

Clin Ed Sem IV

This is the third and final full-time clinical education experience.  Students in good academic standing who have satisfactorily completed all prerequisite professional courses for a total of 18 weeks of full-time clinical education. Students may be placed in 1 or 2 different clinical practice areas depending on interests related to projected practice postgraduation. This final clinical education experience provides students with an opportunity to further develop skills used in the First Clinical Education Experience and the Intermediate Clinical Education Experience as well as practice new skills in conjunction with the advanced seminar course and electives taken in preparation for entry-level practice. Students are required to give an in-service or case study presentation in partial fulfillment of the requirements of this experience.

• 1 points

Gross Anatomy

This intensive 15-week course during the first semester 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 Physiology

This 16 week course during the first semester 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 is the first of a 2-part series.  This is a comprehensive lecture/laboratory/seminar course in the first semester of the DPT curriculum which establishes foundational knowledge of normal 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 approach to human movement.  

The course begins with an introduction to the mechanical properties of connective tissue and muscle mechanics. Essential principles of biomechanics including gravity, friction, leverage, composition and resolution of internal and external forces in movement production are presented. These topics are integrated into kinesiology survey 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. Pathological movement is introduced. The laboratory component highlights surface anatomy palpation with emphasis on structure identification, positioning, body mechanics and hand placement.  Optional seminar classes are small group integrative discussion sessions in which students who wish to attend come with prepared questions on course material.  Both lecture and laboratory incorporate observation and analysis of normal movement of the limbs and trunk, and selected examples.

• 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 teamwork, 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 health and wellness and promote strategies for well being. Students will broaden their understanding of physical therapy practice, structure and governance of the American Physical Therapy Association, APTA vision and core values, and legislative action at the national, state and local levels. Students will have the opportunity to reflect on personal strengths and develop a personal development and professional leadership plan. An overview of the Digital Professional Portfolio will also be included.

• 2 points

Professional Leadership IV

This 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, teaching & learning, interprofessional teamwork 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.

• 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 Cardiopulmonary Conditi

PT Mgmt Cardiopulmonary C

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.

• 3 points

PT Management of Cardiopulmonary Conditi

PT Mgmt Cardiopulm Cond I

• 1 points

PT Management of Orthopedic Conditions I

PT Mgmt Ortho Cond III

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.

• 3 points

PT Management of the Adult with Neurolog

PT Mgmt of Neuro Cond I

This course is the first of a two-part series that applies the Patient Management Model to adults with neuromuscular conditions.   Diagnosis emphasized are acquired brain injury disorders, stroke, and traumatic brain injury.  Examination, intervention, progression and outcome assessment for stroke and TBI 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 is the first of a pair of courses on orthotics and prosthetics in physical therapy. This course emphasizes knowledge of orthotic components and principles of biomechanics in the application, analysis, evaluation, and prescription of orthotics in the context of patient/client cases.  The course will 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 a 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 including the determination of a comprehensive plan of care to address gait dysfunction.

• 2 points

Evidence Based Practice I

This is the first course in the Evidence Based Practice sequence that prepares students with the knowledge and skills to be an evidence-based practitioner. The American Physical Therapy Association’s Vision 2020 calls for physical therapists to “render evidence based services throughout the continuum of care.” The course emphasizes lifelong learning and the need for integrating the best available research into clinical practice.

The curriculum in critical exploration is designed to provide students with knowledge and understanding of the purpose and methods of research in the biomedical, social and basic sciences relevant to the practice of physical therapy. The course introduces skills regarding ethics of clinical research, writing answerable questions, efficient and structured methods to find, appraise and apply relevant research, measurement theory, validity (internal and external), reliability and study designs.

• 2 points

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

• 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

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.

• Instructor: Jean Timmerberg
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• 1 points

Hand, Wrist & Elbow Rehabilitation

• 1 points

Foot & Ankle Rehabilitation

• Instructor: Jean Timmerberg
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• 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
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• 2 points

Teaching Practicum Laboratory

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

• 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 Elective

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

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

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

Course Overview:
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.

Course Description:  
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

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 or case study presentation in partial fulfillment of the requirements of this experience.

• 1 points

Advanced Seminar in Orthopedics

Course Overview: 
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 course explores advanced topics and skills in the area of orthopedic physical therapy that will provide the student with beyond entry-level skills and prepare them for clinical challenges ahead.

Course Description:
This course is firmly rooted in the evidence-base with exploration of advanced topics and skills in the area of orthopedic physical therapy combined with experience in the orthopedic clinics at Columbia University Medical Center. Students will take part in interactive discussion of current research that supports the application of advanced skills including a variety of osteopathic techniques learned and practiced in the class. Students will also have the opportunity to shape the content of the course by selecting an area of particular interest for them 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

Advanced Seminar in Adult Neurorehabilit

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 impact of disability. This is a problem-solving case-based course that promotes the 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. home care, hospitals, outpatient 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 practice settings (acute care, early intervention, school-based, and rehabilitation) and intervention approaches.

• 4 points

Complex Medical Conditions

This course offers students in their final year of the DPT program opportunities to think on their feet and reflect on actions after they encounter with simulated patients of different clinical domains and various clinical settings. The simulated patients are complex patients, who can be ambiguous, unpredictable and difficult to manage due to patient-related characteristics, e.g. comorbidities across multiple clinical domains, or contextual factors. Students are required to apply primarily the four types of clinical reasoning that they learn in the Clinical Case Management course (a concurrent course running in the same semester) while the simulated patient cases unfold in class. The four types of clinical reasoning are hypothetico-deductive reasoning, pattern recognition, collaborative reasoning and ethical reasoning. The lecture portion of the course will focus on the patient-client management for individuals with cardiovascular and pulmonary diseases, with an emphasis on the complex post-surgical inpatient interventions including but not limited to LVAD, interventional cardiology, lung reduction for COPD, and lung/cardiac transplantation

• 1 points

Medical Screening III

• Instructor: Jean Timmerberg
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• 2 points