Physical Therapy

This course aims to deepen students ’knowledge and skills in assessment and clinical reasoning skills for the treatment of the integumentary system and wound healing interventions. This course will build upon DPT 805 to provide students with current evidence-based education in the area of skin and wound management and upon completion will enable students to accurately assess, document, identify and plan appropriate and comprehensive patient treatment plans and interventions for the management of acute and intractable wounds.

This course is an introduction to basic McKenzie treatment concepts and treatments including the basic knowledge of derangement, dysfunction, and postural syndromes. Students will be introduced initial advanced manual treatments as well as deductive reasoning of injuries, pain patterns, and basic treatment options for cervical, thoracic, and lumbar spines. The goal of this elective is to expand manual therapy skills as well as prepare the student for post-graduation continuing education courses in McKenzie Mechanical Diagnosis and Therapy

This course focuses on the concepts and principles of human anatomy, physiology, and pathophysiology to be emphasized in future clinical courses. Its focus is on the detailed structure and function of the human musculoskeletal and neuromuscular system and reviews fundamental embryology, histology, and gross anatomical structure. It will concentrate on the relationships of normal and pathological embryological and developmental processes to gross anatomical structure, and the relationships of normal and abnormal anatomical structure to movement and function across the lifespan. Various teaching/learning methods will be used including lecture, laboratory, and dissection demonstrations. Laboratory sessions will allow students to acquire a three-dimensional appreciation of anatomical structure through instructor-guided human cadaver dissection and study of models and prosections. 

Prerequisites: DPT Professional Phase Year 1 Term 2 or permission of DPT Program

This course, the first of two applied functional anatomy and biomechanics courses, will focus on the detailed structure and function of the cervical, temporomandibular, thoracic, and upper extremity joints and their related soft tissues. Students will analyze forces affecting arthrokinematics, osteokinematics, and tissue mechanics of these regions and relate those to overall mobility and stability by way of clinical application. Kinetic and kinematic analysis of movement of these regions will be explored using such tools as EMG, dynamometry and video motion analysis.

Applied Functional Anatomy and Blomechanics II. This course, the second of two applied functional anatomy and biomechanics courses, will focus on the detailed structure and function of specific anatomical content introduced in DPT 701 to include the lumbar spine and joints of the lower extremity and their related soft tissues. Students will analyze forces affecting arthrokinematics, osteokinematics, and tissue mechanics of these regions and relate those to whole body and regional mobility and stability by way of clinical application. Students will develop skill in the application of this biomechanical analysis and begin to foster consideration of biomechanical principles in the design of reliable and valid upper quarter examination procedures and efficacious intervention strategies and parameters.

This course provides a scientific basis for exercise prescription and progression for physical therapy practice. Students will consider underlying physiologic principles of therapeutic exercise in the prescription and progression of exercise programs to meet the needs of the individual patient. Students will be introduced to a variety of evidencebased tests and measures allowing for the assessment of physiologic function and an emphasis is placed on the ability to develop interventions for basic movement skills and their components. Students will be instructed on safe exercise selection and progression or regression of basic movement skills in consideration of the needs of the individual patient. Lectures and discussions will focus on applying the information from these topics into a framework for the design and implementation of exercise conditioning programs for various populations designed to improve performance and promote health enhancement. Laboratory sessions will emphasize development of the necessary psychomotor skills and their application alongside knowledge of physiologic principles through case-based problem solving to promote clinical reasoning. Additional theoretical and practical concepts related to optimization of the adaptations of human body functions to exercise will be discussed as advance considerations for physical therapy practice.

This lecture/laboratory course will introduce and emphasize the physiologic effects of therapeutic modalities used on human tissue in clinical practice. Lectures will provide an in-depth study of the science of therapeutic modalities. Students will differentiate between the thermal, acoustic, mechanical, and electrical modalities commonly utilized in the clinic. The clinical application of these principles will be reinforced through laboratory practical experiences as well as clinical case studies. Clinical problems are presented in the lecture and laboratory for clinical decision-making on the appropriate, safe, correct, and cost effective application of these devices, skills, or techniques as a component of a comprehensive plan of care to designed to intervene at the level of health conditions, body functions and structures, activities, and participation while recognizing the personal and environmental factors that may impact recovery.

This seminar format course will prepare the student for full-time clinical internship experiences by highlighting both the professional and practical aspects of the physical therapy profession. Students will develop an increased understanding of professionalism, physical therapy scope of practice and Code of Ethics in the context of contemporary interprofessional healthcare. The course will also explore social issues such as forces that impact health care, the role of legislative and political bodies vis a vis health care, race and class as they impact health care and health seeking behavior, and the role of professional organizations as they impact the health professional.

This Is the second course in a two-course series. This seminar format course will prepare the student for full-time clinical internship experiences by highlighting both the professional and practical aspects of the physical therapy profession. The student will be introduced to essential information pertaining to clinical performance and will learn how evaluation methods and tools will be implemented during the clinical internships. Students will also learn roles and responsibilities of persons associated with clinical education, policies and procedures for clinical education, delegation and supervision of assistants and aides, aspects of documentation, reporting patient progress, and stress and time management. Students will also develop an understanding of the importance of professional behaviors, self-evaluation and personal reflection and begin to practice these skills prior to applying them on clinical internships.

This is a nine (9) week full-time clinical internship designed to develop skills deemed appropriate for entry-level physical therapy practice. Those skills include but are not limited to examination, evaluation, diagnosis, prognosis, and intervention. To accomplish this, students will participate in direct patient care that may include gait training, transfer training, assessment and measurement, intervention and patient education. Integration of the previous semester's academic curriculum will be the focus of the clinical internship. The facilities utilized for the internship will focus on musculoskeletal or orthopedic patient care.

This collaboration and laboratory course is the first of two courses that will focus on the foundational elements of msuculoskeletal (MSK) examination, evaluation, and intervention as a foundation for direct patient care. Students will develop and practice using critical thinking and decision-making skills to determine the most appropriate intervention and outcomes for patients. Laboratories will promote development of psychomotor skills in the application of examination and rehabilitation intervention techniques discussed in lecture. Techniques will be discussed and practiced in the context of clinical case problems.

This lecture/laboratory course is the first of two courses that will teach the student the foundational elements of examination and assessment that apply to all patients with a potential need for physical therapy services as a foundation for direct patient care. Students will learn the basics of musculoskeletal examination and evaluation of the lumbar spine, lower extremities, and associated structures, selection of appropriate tests and measures, use of validity, reliability, and best evidence to select tests and measures, and the use of critical thinking and decision-making to determine the most appropriate intervention and outcomes for patients. This course will further promote development of knowledge in differentiating musculoskeletal dysfunctions/disorders in the regions noted. Laboratories will promote development of psychomotor skills in the application of examination and rehabilitation intervention techniques discussed in lecture. Techniques will be discussed and practiced in the context of clinical case problems.

This course is designed to challenge the student to actively recognize and evaluate clinical presentations with suspicious or red flag symptons with best evidence-based research for possible referral to other health care providers. Key topics characteristic of common orthopedic pathologies will be addressed, including etiology; epidemiology; underlying pathophysiology; clinical signs and symptoms related to health conditions; environmental and personal factors related to activity and participation restrictions; prognosis; diagnostic medical procedures; differential diagnosis; medical, pharmacological and surgical management; and expected outcomes. Differential diagnosis related to musculoskeletal pathology of the head, cervical and thoracic spine, and upper extremities will be emphasized. Content presented will encompass pathologies observed across the lifespan.

This course is a continuation of the DPT 740 and is designed to continue to challenge the student to evaluate the knowledge of basic clinical presentations associated with musculoskeletal pathology as a foundation for direct patient care and research. Differential diagnosis related to musculoskeletal pathology will be emphasized and will be expended upon to emphasize pathology in the context of the lumbar spine and lower extremities. Content presented will encompass pathologies observed across the lifespan.

This course will explore interprofessional collaboration skills within the context of theoretical constructs and underpinnings of IPE. Students will explore the Interprofessional Collaborative Practice Competency Domains of values/ethics, roles/responsibilities, communication, and teams/teamwork as they relate to different healthcare professions, patient populations and practice settings seen in clinical medicine and primary care. Seminar style discussion of patient case study examples will be used to illustrate and reinforce the importance of interprofessional collaborative practice. Knowledge gained in this course will significantly contribute to improved understanding of a team-based approach to patient care seen in contemporary healthcare.

This course focuses on the application of interprofessional collaboration skills within the context of theoretical constructs and underpinnings of IPE. Students will apply the Interprofessional Collaborative Practice Competency Domains of values/ethics, roles/responsibilities, communication, and teams/teamwork as they relate to different healthcare professions and patient populations with a focus on musculoskeletal rehabilitation. Simulation and role-playing scenarios will allow for the practice of interprofessional collaborative practice.

This course will emphasize the overall assessment, assessment of vital signs and appraisal of lab values, standard precautions and infection control, patient positioning and draping, bed mobility, and will introduce transfers, and body mechanics awareness. Students will also begin to develop problem-solving and critical thinking skills related to patient care within in the context of the interprofessional healthcare team. Through lecture and lab sessions, students will interact, engage, and collaborate with students from other healthcare disciplines to evaluate simulated patients and interpret findings to design an appropriate patient and family-centered plan of care.

This course will emphasize and build upon the skills learned in IPE 770 with regards to assessment, mobility, transfers, gait training with and without an assistive device, wheelchair fitting and mobility, therapeutic exercise and foundational concepts in wound care management. Students will build upon problem-solving and critical thinking skills learned in IPE 770 and apply them to cases related to new content. Through lecture and lab sessions, students will interact, engage, and collaborate with students from other healthcare disciplines to evaluate simulated patients and interpret findings to design an appropriate patient and family-centered plan of care.

This course is the first of two courses that explores conceptual and practical issues in motor control and motor learning and helps to form an important theoretical foundation for the practice of evidence-based physical therapy. This course will examine historical and contemporary theories of motor control, postural control, information processing and motor learning, as frameworks for understanding goal-directed, functional movement. It will also explore theories of motor control and postural control as explanatory models for changes in movement capabilities. Environmental task demands will be analyzed from the perspectives of motor control, information processing, and motor learning and potential functional constraints to the motor control and postural control systems will be explored using a systems model within the context of an ICF framework.

This course is the second of two courses that explores conceptual and practical issues in motor control and motor learning and builds upon the theoretical foundation for the practice of evidence-based physical therapy developed in DPT 799 Motor Learning and Control I. This course will begin with an in-depth study of human development from the life span perspective, with an emphasis on development of human movement, postural control and their interrelationship to skill acquisition. Normal pediatric development milestones and phases of motor development will be the focus of the first half of this course. The second half of this course will have a strong emphasis on normal adult movement including task analysis using reinforcement of skills introduced in DPT 799: Motor Learning and Control I, gait analysis reinforcement from the skills developed in DPT 771: Patient Care Management Skills II, running mechanics, and alternative interventions to maintain normal postural mobility and stability. This course will provide the student with a foundation for examining, evaluating, and providing treatment interventions for individuals with musculoskeletal movement dysfunctions, primary and secondary impairments caused by neurological pathology and inclusive of patients with multi-system disorders. Emphasis is placed on understanding normal and impaired movement through discussion, hands on skill development and experiential learning opportunities focusing on motor control, motor learning, and neuroplasticity. Environmental demands, task demands, individual demands, discussed in previous motor control course DPT 799: Motor Leaning and Control I, will be analyzed from the perspectives of motor control, information processing, and motor learning. Potential functional constraints to the motor control and postural control systems will be explored using a systems model within the context of the ICF (International Class of Functioning, Disability and Health) model of enablement and the task oriented conceptual framework for intervention. These models will also be used as frameworks for evaluating movement dysfunction and for developing intervention plans.

This course will explore the structure and function of the human nervous system by examining the molecules, cells, and circuits that are involved in directing our behavior. Topics will emphasize how the nervous system is built during development, how it changes with experience throughout life, how it functions in normal behavior, and how it is disrupted by injury and disease. Students will acquire the foundational neurologic concepts providing a basis for future neuroscience courses as well as enhancing their understanding of neurologic diagnoses frequently observed in the clinical practice. The concepts addressed in this course will include gross structures of the central nervous system, blood supply, and the sensory and motor systems.

In this course, students will build on their knowledge of the structure and function of the central and peripheral nervous systems gained in DPT 802 and apply it with respect to neuropathology. Students will be encouraged to develop and apply critical thinking skills related and use evidence related to altered neurological structures and function of the nervous system in various neuropathologies common to physical therapy practice.

The purpose of this course is to introduce the student to the skin and its appendages as they relate to wound etiology, evaluation, treatment, and prevention. It will address the diversified issues of clinical management of the individual with a primary and/or secondary integumentary disorder as they relate to the practice of physical therapy. Topics will include practice setting specific management principles and techniques as they relate to individuals across their life span, with disorders of the integumentary system including, but not limited to burns, pressure ulcers, arterial and venous stasis disorders, neuropathic lesions, dermatitis, and cellulitis. The student will acquire skills within a theoretical and practical spectrum as it relates to clinical management, environmental constraints, and critical pathways.

This course will provide students with an opportunity to further explore topics in musculoskeletal rehabilitation through a problem-based learning format and to review/remediate topics in which they identify deficiencies. This course will have distinct but related units to promote and enhance further proficiency in musculoskeletal rehabilitation patient/client management. Paper cases will be analyzed to further enhance differential diagnosis skills. Examination, evaluation, diagnosis, prognosis, and intervention strategies will be explored using current best evidence from clinical practice guidelines, clinical practice guidance statements, and clinical practice appraisals.

This first of the three courses in the research curriculum is dedicated to the standard of decision-making for health professionals known as evidence-based practice (EBP). This course focuses on the method of applying the best research evidence to patient care (one of three pillars of EBP). The goal of this is course is for students to value and understand the role of evidence-based clinical practice. This course aims for students to develop the beginning skills of becoming critical consumers of scientific literature. Students will develop skills that will enable them to systematically review the scientific literature and make informed decisions regarding applying research findings in their future physical therapy practice. The contents in this course will provide the students the skills to perform the first three steps of EBP: Ask, Acquire, and Appraise. Students will learn to convert clinical problems into structured and answerable clinical questions using the PICO model and other variants relative to the problem. Students will learn literature search techniques by selecting the highest level of evidence between primary and secondary research outputs with the understanding of the research design employed in the selected evidence. The literature search will also include using library resources (e.g., databases, librarians) to maximize and exhaust the literature. Finally, students will learn to correctly appraise the scientific literature by evaluating the validity, presence of biases, ethical concerns, and confidently interpreting statical results before deciding the evidence's applicability to practice. At the conclusion of the course, the students will be matched with a faculty with an ongoing research project as a research advisor. The students' research experience with their advisors will begin in DPT 811 and culminate in DPT 912 as a scientific poster. The poster will be presented at the Research Symposium in the Fall Semester of year three, concluding the research curriculum.

While continuing to work in small groups, students in this course will continue to build on the area of inquiry established in DPT 811 which included articulation of a research question and a preliminary evidence-based literature review. Groups will meet regularly throughout the semester with the faculty mentor for discussion of key issues related to the research process including analysis and synthesis of the research literature, experimental design, methodology, data analysis, etc. A written comprehensive evidence-based literature review will be submitted by each group reflecting the semester's work. Students are also expected to participate collaboratively in data collection and analysis.

This course applies biopsychosocial models of health, illness, and disability, including psychosocial aspects of disability; social attitudes and perceptions; and adjustment to and secondary effects of disability. This course will develop student competence in responding to individuals who are experiencing physical and psychiatric problems. Students will have had exposure to patients with musculoskeletal and neurological disorders in previous coursework and will therefore be able to consider the issues addressed in the course in the context of specific illnesses and/or disabilities relating to these body systems. Through readings, guest speakers, video, community experiences, and in class discussions, this course is intended to challenge the perception of both physical and psychiatric disability.

Prerequisites: DPT Professional Phase Year 2 Fall Semester status or permission of the DPT Program

This course provides an overview of normal and abnormal human development across the lifespan in the pediatric, adolescent, adult, and geriatric populations. The course will include the following: typical development, reflexes and the role of reflexes in movement development, atypical development and its clinical outcomes, and review of motor control/motor learning theories and their application to each population. Assessment and therapeutic intervention strategies for each population will also be addressed. The course will cover selected medical conditions specific to each population. Students will learn to identify underlying impairments in multiple physiological systems that lead to functional, activity, and participation limitations in these populations.

The focus of this clinical education experience will be the management of patients/clients with neuromuscular disorders, incorporating information and skills acquired in the previous academic semesters. The facilities utilized for the internship will focus on neurorehabilitation of any age group.

This course is the first of two courses which will apply the conceptual framework of physical therapy management to patients/clients with neuromuscular rehabilitative needs. Students will apply fundamentals of neuroscience, anatomy, patient evaluation, motor learning/control, and therapeutic exercise as a foundation to evaluate and treat patients with movement disorders resulting from neurologic disease or injury. Specific standardized assessments, evaluation and treatment strategies, and rehabilitation practices will be addresses related to movement disorders associated with neurologic injury/disease, specifically (a)traumatic brain injury, cerebellar ataxia, and stroke.

Students will apply fundamentals of neuroscience, anatomy, patient evaluation, motor learning/control, and therapeutic exercise as a foundation to evaluate and treat patients with movement disorders resulting from neurologic disease or injury. Enablement/Disablement models, the Guide to Physical Therapist Practice, Guidelines for Content in Physical Therapy Education, and other conceptual frameworks that aid the physical therapist in evidence-based clinical decision making and reasoning will be explored. Specific standardized assessments, evaluation and treatment strategies, and rehabilitation practices will be addresses related to movement disorders associated with neurologic injury/disease, specifically traumatic brain injury and other neurologic disorders. Course content will reinforce the development of professional and ethical behaviors, the scope of physical therapy practice, collaborative practice models, therapeutic communication skills, and documentation. Laboratory sessions will promote the development of skill in the application of examination and intervention techniques discussed in lecture.

This course is the second in a three-part clinical medicine complex series. It is the first of two courses with emphasis on neuromuscular pathology and diagnosis. It is designed to challenge the student to evaluate the knowledge of clinical presentations associated with the neuromuscular system as a foundation for direct patient/client care and research. During the course of the semester students will be challenged to investigate similar presenting neuromuscular diagnosis and through clinical evaluation and physiological presentation demonstrate their ability to provide the appropriate prognosis and desired medical and therapeutic interventions given the diagnosis. Topics will correspond with the diagnosis and neuromuscular pathologies being discussed concurrently in DPT 830: Neuromuscular Examination and Rehabilitation I. Characteristics of common neuromuscular pathologies will be addressed, including normal physiology, etiology; epidemiology; underlying pathophysiology and histology; clinical signs and symptoms related impairments, activity and participation limitations; natural history and prognosis; diagnostic medical procedures; differential diagnosis; medical, pharmacological and surgical management; and expected outcomes. Differential diagnosis related to neuromuscular pathology will be emphasized and applied to determine appropriateness of physical therapy intervention.

This course is designed to continue to challenge the student to evaluate the knowledge of basic clinical presentations associated with neuromuscular pathology as a foundation for direct patient care and research. Key topics characteristic of common neurologic pathologies will be addressed, including etiology; epidemiology; underlying pathophysiology; clinical signs and symptoms related to impairments, functional limitations, and disabilities; natural history and prognosis; diagnostic medical procedures; differential diagnosis; medical, pharmacological and surgical management; and expected outcomes. Differential diagnosis related to neurological pathologies will be emphasized and will be expanded upon to emphasize pathology in the context of the stroke, spinal cord injuries/disorders, traumatic brain injuries, and other neurological pathologies observed across the lifespan.

The third of five courses in the curriculum dedicated to application of interprofessional practice and education (IPE) initiatives in the preparation of healthcare professionals. This course focuses on experiential learning of the core competency domain of interprofessional communication. This course immerses students in opportunities to develop the skills and behaviors necessary to effectively communicate with patients, families and other professional members of the interprofessional collaborative health care team. This course will consider student exposure to patients with musculoskeletal and neurological disorders from previous and concurrent coursework as well as clinical experience using case-based problem-solving and high-fidelity simulation experiences. Each session will utilize elements of planning, preparation, debriefing and evaluation consistent with the requirements of an IPE experience and will focus on a specific behavior or skill necessary to the enhancement of trust, respect and collaboration in interprofessional practice.

This course focuses on the application of interprofessional collaboration skills within the context of theoretical constructs and underpinnings of IPE. Students will apply the Interprofessional Collaborative Practice Competency Domains of values/ethics, roles/responsibilities, communication, and teams/teamwork as they relate to different healthcare professions and patient populations with a focus on neurological rehabilitation. Simulation and role-playing scenarios will allow for the practice of interprofessional collaborative practice.

This course will explore special topics in neuromuscular rehabilitation through a tutorial problem-based learning format and review/remediate skills from the second year to promote the development of clinical reasoning, clinical problem solving, collaborative skills, skills in self-assessment and independent learning. Students will present a patient case from their summer clinical internship (DPT 823) to allow the student learner further opportunity to critically think and problem solve as it relates to a patient with neurological pathology. Students will be required to apply knowledge from didactic and clinical courses in the first and second years to differentially diagnose patients presented in case studies. These cases will also highlight social/cultural/psychosocial issues, legal and ethical aspects of professional behavior, and integration of published literature into clinical practice.

During this semester, the student will continue to execute the research investigation designed in DPT 810 and 811. It is expected that the student, in conjunction with the research mentor and peers, will have completed a research proposal and will have submitted that proposal to the LMU Institutional Review Board. Following approval by the IRB and working closely with the research mentor, the students will collect and analyze data. The culmination of the course will be platform and/or poster presentation at the annual Research Symposium open to the LMU community, as well as interested individuals from the broader professional community.

This is a eight (8) week full-time clinical education experience designed to integrate all the academic knowledge gained as well as incorporate the previous clinical experiences to attain skills and behaviors of an entry-level physical therapist. The facilities utilized for the internship will focus on any setting appropriate for the delivery of physical therapy patient care of any age group and any setting.

This is an eight (8) week full-time clinical internship designed to integrate all the academic knowledge gained as well as incorporate the previous clinical experiences into an entry-level physical therapist. The facilities utilized for the internship will focus on any setting appropriate for the delivery of physical therapy patient care of any age group and any setting.

This lecture and laboratory course will address the diversified issues of clinical management of patient/client with primary and/or secondary cardiovascular and pulmonary dysfunction within the context of physical therapy. This course is designed to challenge students to differentiate and prioritize clinical findings based upon level of acuity, patient preference, and knowledge of anatomy, pathophysiology, pharmacology, and diagnostic imaging. Case scenarios will integrate principles of differential diagnosis and establishment of long-term management of cardiovascular and pulmonary conditions.

This course is designed to challenge the student to evaluate the knowledge of clinical presentations associated with cardiovascular, pulmonary, and integumentary systems, as well as general medicine topics including gastrointestinal, urogenital, metabolic, and oncologic pathologies, as a foundation for direct patient care and research.

Students will participate in facilitated discussion and engage in leadership and administration activities related to applied medicine and rehabilitation with considerations for this role of the physical therapist.

This course will introduce the entry-level physical therapy student to the theory, design, function, and application of prosthetic and orthotic devices. The evolution of prosthetics and orthotics will be discussed, while exposing students to the recent advancements in the field. Indications for devices, a physical therapist's role in management of devices, interprofessional collaboration, and relevant examination and intervention strategies for prosthetic and orthotic device users will be discussed in this course. A biomechanical approach will be utilized to aid in the understanding of practical application and clinical problem-solving of prosthetic and orthotic devices. This course will integrate knowledge from prior experiences, including musculoskeletal and neuromuscular didactic course work and clinical education.

This is a sixteen (16) week independent board study prep using ScoreBuilders exam prep designed to integrate all didactic knowledge in preparation for licensure exam. The plan of study will be individualized for each student based on their performance during previous exam prep exams performed in previous semesters along with feedback from the Student Outcomes and Academic Success Committees.