The curriculum provides learning experiences so that graduates will:

• function competently and independently in a wide spectrum of physical therapy settings and practice environments, including health promotion, disease and injury prevention, primary care, rehabilitation and continuing care.

• practice physical therapy through the mastery and integration of clinical, educational, research, administrative, consultative and advocacy skills.

• integrate the patient/client's physical, psychological and belief systems; the patient/client's role in the family and community; and the collaborative contributions of other health professionals into the physical therapy management of patients/clients to promote the advancement of their function.

• demonstrate critical problem solving in making clinical decisions that are based on scientific and clinical evidence.

• apply the biological, physical, behavioral and clinical sciences in a motor control framework to provide comprehensive, patient/client management.

• demonstrate communication skills that reflect an informed, confident and adaptable health professional in interactions with patients/clients, family members, caregivers, and other health professionals.

• demonstrate behavior that reflects a commitment to valuing the worth and well-being of individuals.

• demonstrate personal and professional behaviors that reflect maturity and responsibility, and that foster productive interactions with academic faculty, clinical instructors, peers, patients/clients, and other health professionals.

• exhibit a commitment to ongoing self-evaluation and to continued personal and professional development.

Movement science, the primary science of physical therapy, lies at the core of the curriculum. A motor control framework, developed by our department is the fundamental structure for analysis of movement problems. Both basic science and clinical courses incorporate this framework in their focus on movement problems. The fundamental principles of movement science and the motor control framework are introduced in the first trimester of the first year. The subsequent basic science courses, including anatomy, physiology, neuroscience, kinesiology, and behavioral science demonstrate how all systems interact in developing, affecting, and altering an individual's ability to move.

A series of Clinical Management courses applies movement principles and the motor control framework to the analysis of movement problems and potential interventions that may prevent or alleviate those problems. These courses analyze movement problems arising from different body systems and include a wide variety of examinations, evaluations and interventions. During these courses, students interact with faculty and patients in the classroom and a variety of clinical settings. Students also assist in practice opportunities in a variety of clinical sites, including pro bono clinics, as part of their course work.

A series of courses dealing with the development of the professional roles of the physical therapist extends across the curriculum. These courses discuss environmental issues that influence a person's health and that impact a physical therapist's ability to be an effective practitioner within a changing health care arena.

Critical thinking skills are crucial to successful practice. All courses actively engage students in investigation and critical thinking. All students participate in the Synthesis Project that extends throughout the curriculum. In small groups directed by faculty advisors, students investigate an emerging topic of personal interest and professional importance through laboratory or clinical research, or by developing an educational or advocacy intervention. Students thoroughly research a topic before formulating one or more key empirical hypotheses or propositions. Data are collected, analyzed and used to test and draw conclusions about the hypothesis or proposition. The project includes formal oral and written presentation and manuscript preparation. It offers the student the opportunity to integrate new information with existing knowledge and to develop the ability to investigate and communicate about professional matters.

   *Hedman LD, Rogers MW, Hanke TA. Neurologic professional education: linking the foundation science of motor control with physical therapy interventions for movement dysfunction. Neurology Report, 1996;20(1):9-13.