The Doctor of Physical Therapy program is a three year curriculum beginning in the summer of the first year. The curriculum is integrated through the use of “blocked” courses (blocks), multidisciplinary team teaching, and integrated patient content.

The first year of the program begins with a systems-oriented approach to the foundational sciences and is followed by instruction in the performance of clinically relevant, system-specific and age-appropriate examination and intervention skills. This first year includes two blocks of Professional Issues. The first year also includes integration experiences designed to highlight clinical relevance and critical thinking as well as seminars for Evidence-Based Practice.

The second year of the program introduces the knowledge, skills and clinical decision making necessary for medically complex settings, inpatient and outpatient care settings, and focused instruction in musculoskeletal and neuromuscular disorders. There is exposure providing community based services, an additional block of Professional Issues, also Seminars for Evidence-Based Practice are in the second year. Woven throughout this year are integration labs for independent practice, heightened patient exposure, and integrated clinical education (ICE) to facilitate synthesis of all information presented thus far in the curriculum. Prior to entering the third academic year, students must successfully pass Clinical Qualifying Measures, which encompasses summary competencies and skills.

The third year is dedicated to 33 weeks of practical experience in a variety of clinical and non-traditional settings, subdivided into three separate clinical internships. These opportunities are back-loaded in the curriculum to enable the student to possess all needed skills to examine, evaluate, diagnose, and intervene appropriately for primary, secondary, and tertiary physical impairments, functional limitations, and disabilities.

Throughout the curriculum the specific block content is determined by:

* the goals and threads of the curricular plan,

* feedback from clinicians and students,

* The Guide to Physical Therapist Practice, 3.0

* current literature on physical therapy teaching and practice.

The Entry-Level Doctor of Physical Therapy curriculum is designed to prepare physical therapy students to function as independent entry-level practitioners upon graduation.

The program will:

1. Advance the student’s capacity for thinking analytically and critically in spirit of scientific inquiry through facilitated seminars and didactic discussions in the curriculum.
Expected outcome: The program will ensure a progression of activities that integrate science and clinical practice throughout the curriculum (didactic content and clinical correlates in Year 1 courses and a minimum of 2 seminars per clinical block).

2. Contribute to student’s ability to communicate effectively, orally and in writing, with patients families and health care providers through structured clinical learning opportunities (Case Reports, Consultation Projects, and PICO Presentations) in Full Time Clinical Internships I, II, or III
Expected outcome: The program will offer a minimum of 3 structured clinical learning opportunities in the form of a Case Report, Consultation Project, and PICO Presentation in Full Time Clinical Internships I, II, or III.

3. Cultivate a level of clinical competence to provide effective efficient and humanistic heath care in diverse practice settings by offering professional practice opportunities and clinical experiences in a variety of settings for each student.
Expected outcome: Every student will be exposed to a minimum of 3 different practice settings as part of clinical experiences.

4. Expand the student’s ability to appreciate contributions of research through discussion of design, measurement and statistical analysis, as it helps to expand the knowledge base of the physical therapy profession.
Expected outcome: Every student will complete a knowledge competency and a knowledge based applications of scientific evidence for clinical practice (CAP and CAT)

5. Encourage the students’ participation in service and professional activities that promote the advancement of the profession.
Expected outcome: The program will facilitate student participation in a minimum of 2 campus and / or community health service and /or professional activities that promote the profession of physical therapy

6. Promote the student’s ability to create a lifelong plan of continuing personal and professional development through the development of professional portfolio throughout the curriculum.
Expected outcome: The program will require that every student will complete a professional portfolio prior to graduation.

7. Promote the provision of clinical service to the citizens of Maryland upon graduation through clinical care, wellness services, and healthcare advocacy.

Expected outcomes: a) At least 50% of the graduates will be licensed to work in the state of Maryland, b) The program will provide a minimum of 3 wellness or healthcare advocacy service opportunities each year for student participation