CLINICAL EDUCATION SEMINAR I

Clinical Education

This 15-week course during the second term of the DPT curriculum is the first in a series of four clinical education seminars designed to prepare students for their full-time clinical education experiences.

This course includes an overview of the clinical education program, policies and procedures, and the site selection process. Students participate in training sessions required for the clinic including HIPPA and Blood-borne Pathogens training. Students are introduced to the practice sites available for Clinical Education I and participate in the placement process.

• 0 points

Clinical Education Seminar III

This 14-week course during the Spring Term in the second year of the DPT curriculum is the third in a series of four clinical education seminars designed to prepare students for their full-time clinical education experiences.

This course offers an opportunity to reflect on the challenges and highlights of the First Clinical Education experience. Facilitated discussions address topics such as initiative, communication and problem solving in clinical scenarios. Expectations for the Clinical Education II experience are discussed and students set individualized goals and fulfill clinical site prerequisites. Students are introduced to the practice sites available for the Terminal Clinical Education experience(s) and prepare for the Terminal Experience placement process.

• 0 points

Neuroscience

NEUROSCIENCE

This intensive 16-week course during the second term of the DPT curriculum provides students with detailed coverage of neuroscience. The focus of the course is on the integral relationship between structure and function, as it relates to the neural basis for perception, movement, behavior, and cognition. A comprehensive understanding of normal structure and function provides the foundation for understanding abnormal structure and function.  

This course uses a primarily systems approach to study neuroscience. The first part of the course covers essential concepts, such as neurobiology, neurohistology, neurophysiology, neurodevelopment, and neuroanatomy. The second part of the course covers perception. The third part of the course covers movement. The fourth part of the course covers homeostasis, behavior, cognition, and alterations (i.e. healing and aging). Functional consequences of lesions to various parts of the nervous system will be discussed.

• 4 points

Medical Screening I

MEDICAL SCREENING I

Pathology continues the scientific foundation thread in the PT curriculum. The course is designed to assist students in understanding how a disease or conditions, especially changes in body tissues and organs that cause disease, might affect an individual’s functional abilities and limitations.

Pathology is a detailed study of select systemic and tissue-specific diseases and disorders. The epidemiology, etiology, pathogenesis, clinical manifestations, and management of each condition are explored. Implications for physical therapists are highlighted throughout the course specific to the medical screening process.

• 2 points

Kinesiology & Biomechanics II

This 16-week course during the second term of the DPT curriculum is the second in a series of Kinesiology and Biomechanics courses. The study of human motion is continued in greater depth with not only biomechanics but also pathomechanics and introductory gait analysis. Although this course is part of the foundational sciences, students will begin to integrate the course materials with clinical cases scenarios.

This course is the second in a series of two Kinesiology and Biomechanics courses. The two courses are offered in the first two semesters of the Doctor of Physical Therapy program. This course has three portions. The first portion covers biomechanical principles, movement analysis, as well as biomechanics and pathomechanics of body movements and functional activities. The second portion introduces normal gait including its kinematics and kinetics. The third portion emphasizes on observational gait analysis and introduces students to pathological gait. The introductory gait analysis this course offers will serve as a foundation for continued gait analysis activities in courses such as Movement Science, Prosthetics, Orthotics, Orthopedics, Pediatrics, Geriatrics and Neurology. An in-depth study of pathological gait is beyond the scope of this course.

• 3 points

Movement Science

MOVEMENT SCIENCE

This course adds to the basic science curriculum while beginning the process of translation to clinical practice. Psychological literature of skill acquisition is integrated with neuroscience and biomechanics literature of motor control. Beginning application to clinical practice is emphasized.

Conceptual framework of movement science, including normal motor control, and skill acquisition will be formulated. Principles of motor control, including neurophysiological, biomechanical and behavioral levels of analysis are discussed. An analysis of postural control, basic mobility tasks (bed mobility, transfers & locomotion) and reach and grasp will be conducted. Principles of motor learning, including learning and practice variables are analyzed.

• 2 points

Professional Leadership & Practice II

PROFESSIONAL LEAD & PRAC

This 8-week course during the second term of the DPT I curriculum is the second of the four Professional Leadership and Practice courses. The course is designed to educate students about the multiple dimensions of professional practice in physical therapy. The course will examine the professional roles of the physical therapist as a health promotion advocate and interprofessional team member. Topics covered in the series include health promotion, interprofessional collaborative practice, leadership, structural determinants of health, reflective practice, cultural humility, and the role of bias in clinical care.

This course combines lecture, independent reading, group discussion, active experiential learning activities, small-group seminars, and written assignments to provide students with the opportunity to promote health behavior change with effective communication strategies and cultural humility. Course topics will include health promotion, behavior change theory, motivational interviewing, structural determinants of health, reflective practice, and the role of explicit and implicit bias in delivery of high-quality care. Students will be asked to engage in reflective writing and reflective listening during class discussions, small group activities and on-line activities to develop skills that optimize shared meaning, motivation, and self-efficacy. Students are also expected to participate in the campus-wide interprofessional day activities and develop e-Portfolio content and reflections as part of the three-year professional development e-portfolio project.

• 2 points

PT Procedures

PT PROCEDURES

This 15-week course during the second term of the DPT curriculum is a clinical science course with an emphasis on building foundational patient care skills as they pertain primarily to the acute care and inpatient rehabilitation settings.

This course focuses on developing basic knowledge and skills required to deliver physical therapy services in the earliest stages of recovery, from critical care to inpatient rehabilitation. Students will learn to combine data from multiple sources (including patient history, laboratory results, and patient examination) to produce a diagnosis and prognosis and develop an individualized plan of care. Students learn basic patient handling skills they will utilize throughout the remainder of the DPT curriculum, and they practice and demonstrate proper selection and use of common assistive devices. There is a concurrent focus on physical therapy documentation and the use of functional goal-writing to support clinical decisions and justify skilled care. Clinical decision-making is developed through role-playing, case study, and review of scientific literature. Emphasis will be placed on the physical therapist acting as part of an interdisciplinary team of providers, and the important role of patient-centered care.

• 3 points

Concepts in Therapeutic Exercise

CONCEPTS IN THERAPEUTIC E

This 8-week course, during the second term of the DPT curriculum, applies the concepts learned in Gross Anatomy, Kinesiology & Biomechanics I, Examination & Evaluation, and Applied Physiology into therapeutic exercise interventions for patient/client care. This course is constructed to introduce basic movement patterns, the common impairments/dysfunctions associated with these patterns, and an introduction to the concepts of patient/client therapeutic exercise design, implementation, and re- evaluation.

The Concepts in Therapeutic Exercise course introduces the student to the underlying frameworks and constructs for normal and dysfunctional movement assessments, and the development of individualized exercise programs as part of the patient management model. 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 that may include range of motion, postural stabilization, progressive resistive exercise, flexibility, pain, proprioceptive neuromuscular facilitation, closed and open chain exercise applications, and proprioception/balance strategies. These underlying concepts are applied to disorders of the upper quarter, lower quarter, and spine. Video/Case studies presenting with a variety of musculoskeletal, neuromuscular, integumentary and cardiopulmonary impairments will be used to develop clinical decision-making and therapeutic exercise design for a variety of clinical disorders. Patient-practitioner interaction as well as patient instruction will be integrated throughout the series.

• 2 points

PT Management of Integumentary Impairmen

MGMT INTEGUMENTARY IMPAIR

This 7-week course during the fifth term of the DPT curriculum, focuses on the physical therapy management of individuals with: (a) lymphedema and (b) impairments to their skin and its associated structures including the hair, nails, and glands.

This course presents the physical therapy diagnosis and management of clients with lymphedema and integumentary impairments with an emphasis on open wounds. Principles of skin anatomy, wound healing physiology, and factors affecting wound repair provide the foundational knowledge necessary for understanding the principles of integumentary impairments. Physical therapy examination (patient, skin, and wound) and interventions (setting up a sterile field, sharp debridement, management of infection, dressing selection, compressive wrapping, and modalities available for adjunctive care) are covered. Wound etiologies including acute surgical wounds, burns, pressure, vascular and neuropathic ulcers encountered in the clinical arena and current treatment that facilitate wound healing and closure are delineated. The principles of lymphedema pathophysiology, including classification by level of tissue involvement, and treatment are covered. Course content is framed in a biopsychosocial model that explores interprofessional collaboration and psychosocial factors influencing care delivery through cased-based learning strategies.

• 2 points

MANAGEMENT OF THE RUNNING ATHLETE

Running

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

Professional Leadership & Development II

LEADERSHIP

This 14-week course, during the second year of the DPT curriculum, is the third in a series of four courses designed to educate students about the multiple dimensions of professional practice in contemporary physical therapy. These courses will explore the required interpersonal, ethical, and leadership skills required for as a physical therapist. Additionally, the course 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 various professional and personal development experiences and expect more in-depth engagement in the student’s chosen area of focus.

PLP III will cover many intersecting areas focused on the development of clinical leadership skills including ethics and jurisprudent practice, communication, conflict management, cultural humility, mental health awareness and management, self-reflection, and self-care. Throughout these content areas, a strong focus will be on self-reflection, self-awareness, and self-care as a healthcare worker. These areas are organized into four focus areas for the course: 1) Leadership in Practice, 2) Cultural Humility, 3) Mental Health in Physical Therapy, and 4) Your Clinical Practice. Participants will add to their professional digital portfolio that allows for reflection on the three-year educational journey and participate in a leadership and service role. The assignments are distributed among the three content areas.

• 2 points

PT Management of Orthopedic Conditions I

PT MGMT ORTHOPEDIC CONDIT

This is the first 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 hip.

This course is the first in a series of four, which applies the Patient Management Model to musculoskeletal conditions associated with the hip. Examination, evaluation, diagnosis, prognosis, intervention and outcome assessment for the hip 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 evidenced-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 consists of traditional face-to-face classroom lectures and labs that will incorporate active learning strategies, and integrated clinical experiences where students will spend time in authentic clinical environments practicing essential activities. The active learning strategies facilitate “thinking on your feet.” Students need to prepare before each class lecture and lab session.

• Instructor: Jean Timmerberg
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• 2 points

PT MGMT ORTHOPEDIC CONDITIONS IV

Musculoskeletal

This 16-week course during the fifth term of the DPT curriculum is the final course in the orthopedic series offering the student an integrated approach to the theoretical and practical basis of clinical practice for musculoskeletal conditions of the spine. Critical thinking and problem solving is highlighted in an atmosphere of higher learning where cutting edge management of musculoskeletal spinal conditions is coordinated with contemporary research.

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.

• 5 points

PT MGMT ADULT NEURO COND II

Adult Neuro

This 16-week course is the second in a two-part series, which applies the Patient Management Model to neuromuscular conditions. While the first course emphasized Stroke, this course deals with all the other neuromuscular conditions that are commonly seen by physical therapy.

This course is divided into 2 sections: Part A deals with spinal cord injury and Part B emphasizes demyelinating diagnoses, peripheral neuropathies, movement disorders, amyotrophic lateral sclerosis (ALS), Post-Polio syndrome (PPS), Myasthenia Gravis (MG), inflammatory myopathies, Central Nervous System tumors and vestibular disorders.  Examination, intervention, progression and outcome assessment for individuals with these neuromuscular disorders are linked to the anatomical, physiological and pathological considerations.  Emphasis is placed on clinical decision-making, critiquing impaired movement patterns and evidenced-based practice in individuals with spinal cord injury and neuromuscular disorders.

• 5 points

PT MGMT PEDIATRIC CONDITIONS

Pediatrics

The American Physical Therapy (PT) Association’s Vision states that the role of the PT profession is “transforming society by optimizing movement to enhance the human experience.” This vision statement suggests that DPT graduates will have the knowledge and skills for general physical therapist practice with patients of various ages from birth to late adulthood. This 16-week clinical course in pediatrics during the fifth term of the DPT curriculum focuses on motor development, childhood disabilities, chronic health conditions and the physical therapy management from birth to young adulthood. PT services in the transition from pediatric to adult health care will be introduced to highlight the rehabilitation needs of patients who have childhood origins of diseases of adulthood.

The course introduces students to typical and atypical motor development and uses the International Classification of Functioning, Disability, and Health (ICF) to identify body functions and structure impairments (pathophysiology); activity limitations (systems) and participation restrictions (environmental factors) that influence or determine PT goals specific to acquisition of motor skills, functional mobility and locomotion during infancy, childhood, adolescence and young adulthood. The Elements of Patient Management defined by the APTA Guide to Physical Therapist Practice (version 3.0) is used to frame approaches in pediatric PT management. These elements include examination, evaluation, diagnosis, prognosis (including plan of care), intervention and outcomes. Students administer and interpret norm- and criterion referenced measures specific to pediatrics to identify impairments, activity limitations and participation restrictions. Patient management is considered using the “Traffic Light” framework to consider yellow and red flags in making plans of care or referrals for pediatric patients. The plan of care is considered in a broad context including direct interventions, coordination, communication, and consultation and considers personal (child’s culture, family, personality, and age) and contextual factors (impact of legislation, practice setting, team collaboration, service delivery models and child’s home and community supports). A problem-based format with complex patient cases serves as the basis for developing an evidence-based plan of care.

• 5 points

Prosthetics

PROSTHETICS

This is the second of a pair of courses on orthotics and prosthetics in physical therapy. This 8-week course during the 5th term of the DPT curriculum emphasizes knowledge of prosthetic components and principles of biomechanics in the application, analysis, evaluation, and prescription of prosthetics in the context of comprehensive care of those with upper- and lower-extremity amputation.

Students in this course will expand their knowledge of prostheses used in physical therapy for those with upper- and lower-extremity amputation. Emphasis will be placed on biomechanical principles, the available evidence base, and clinical evaluation and management considerations underlying the clinical decision making of prosthetic prescription and clinical care for the individual patient/client. Particular attention will be paid to developing gait assessment skills to allow evaluation of gait abnormalities that can be affected with prostheses including the determination of a comprehensive plan of care to address gait dysfunction. This course requires independent clinical problem-solving to determine orthotic solutions and a comprehensive plan of care for unique cases.

• 2 points

Evidence Based Practice II

EVIDENCE BASED PRACTICE I

This 9-week course during the second term of the DPT curriculum is the second one 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 second 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 focuses on appraising various types of research evidence that were not covered in the first course of the series. The various types include prognostic studies, systematic reviews, clinical practice guidelines, studies with alternative designs, and studies of outcome measures.

• 2 points

Service Learning

SERVICE LEARNING ELECTIVE

• 0 points

Service Learning

SERVICE LEARNING ELECTIVE

• 0 points

Research Practicum II

This is a 16-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 collection, analysis and interpretation of data. Specific course objectives are developed individually according to faculty expectations and the current phase of the on-going research.  Research Practicum II builds on PHYT M8853 and 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 complete data collection and analysis in preparation for presenting their work in the third year.

• 1 points

Clinical Internship

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 post-graduation. This final clinical education experience provides students with an opportunity to further develop skills used in Clinical Education I and II 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 project presentation in partial fulfillment of the requirements of this experience.

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• 0 points

Foundations in Movement Science Research

Found Mvmt Science Resear

This required course during the first year of the EdD curriculum is the second 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. Following the first course that focused on personal and professional skills to become an independent investigator, this semester will focus on writing a research proposal.

Proposal writing is an essential skill necessary for a successful research career. This course will focus on understanding the components of a research proposal and the review process. Fundamental skills include translating a research question or topic of interest into hypothesis-driven specific aims, developing a research strategy, choosing outcome measures, presenting preliminary data, and innovation and relevance to the field and community. Also important is developing a personal statement and summary of accomplishments. This biosketch is critical to affirming your qualification for the proposed work. The course fosters a culture to embrace the iterative process of writing a research proposal. It also encourages taking intellectual risks and embraces the peer-review approach as part of our collective and collaborative research skill development. 

Building on the literature review and research question in development as part of the first semester, this semester will create a full research proposal. Students will learn the elements of a research proposal with a specific focus on NIH and APTA formats. It is a practical class where, throughout the semester, students will write their proposal in an iterative process whilst providing and receiving feedback to and

• 3 points