Courses

The discipline of exercise physiology provides a frame of reference for the scientific evaluation of the limits of human performance across a wide spectrum of individual differences. The principle of specificity and its effects on the physiological response to exercise, conditioning and training programs is assessed in individuals with reference to age, gender and level of physical fitness. Exercising for general fitness to improve health and wellness is differentiated from training for physiological capabilities to improve physical performance in specific sports or activities. Special attention is given to exercise and sports related injuries, and the assessment of the physiological response to rehabilitation exercise. In addition, the physiological consequences of inactivity, detraining, and immobilization are evaluated. Emphasis is placed on the evaluation of health related fitness goals, especially the effects of aerobic training and conditioning on endurance performance and cardiovascular health.

Since humans require energy for all forms of biological work including exercise, the study of exercise physiology logically begins with an analysis of the holistic view of the energy cycle from photosynthesis to cellular respiration. Such an analysis includes evaluation of energy sources, energy production, energy transformation and energy utilization in humans during the full spectrum of physical exercise. Assuming knowledge of the functional capacities of major physiological systems that are important to exercise, emphasis is placed on the evaluation of the metabolic, respiratory, circulatory, endocrine and muscular response to sub-maximum work and near maximal exercise where human physiological adaptations are stressed to their limits. DPTN 412 concludes with the study and analysis of training principles, and the physiological adaptation to specific training and conditioning programs that vary according to age, gender and level of physical condition. In addition, the laboratory sessions provide in-depth, hands-on experience to analyze and evaluate the physiological response of individuals to various forms of work and exercise. The laboratory also provides opportunity to evaluate tests that measure strength, muscular power and endurance, maximum anaerobic power, maximal aerobic capacity, maximum physical work capacity, and cardiovascular fitness.

This education course is designed to optimize the efficacy of physical therapists in their role as clinical educators facilitating patient-centered care. The effective teaching of patients, caregivers, other clinicians and the public about impairments, physical therapy interventions, exercise, wellness, and injury prevention is an important skill for physical therapists. Utilizing principles of learning, developing varied teaching strategies and participating in structured groups prepare students to interact successfully with diverse audiences. Motivational techniques provide students with additional strategies for behavior change. Reflection and feedback foster refinement of physical therapists’ expertise both as practitioners as well as clinical educators. Throughout the course clinical scenarios will be used to challenge the skills being developed.

This course is designed to introduce the Physical Therapy students to the field of clinical sciences. It uses a systems approach to describe the material needed to understand diseases that require direct intervention of a physical therapist and analyze pharmacological management. This course is an integrated approach to clinical problem solving and will utilize histology and pathology in the evolution of diseases that affect physical therapy practice. This course will first focus on basic pathology, signs, symptoms, diagnosis, prognosis and treatment of different diseases.

The course will be taught using the systems approach. We will focus on the Pathophysiology, etiology, signs and symptoms, diagnosis, prognosis, and pharmacological management of common medical disorders encountered in hospital, clinic, and patient settings. The pharmacological aspect of the lectures will address the mechanisms of action, therapeutic uses, side effects and drug interactions of medications used to treat disease. This course is designed as an integrated approach of histology, pathophysiology, medicine and pharmacology with special attention to situations encountered in physical therapy practice.

Physical Therapy Interventions II is a clinical course (theory and practice) designed to provide the student with guidance and direction to comprehend the background information and to develop the clinical skills needed to effectively utilize physical agents as part of the rehabilitation treatment plan. Student will develop the understanding of basic scientific and physiological principle underlining the application of physical agents. Student will develop the ability to utilize physical agents as an intervention designed to reduce the patient’s severity of impairments and functional limitations. The course will emphasize evidence based rationale for selecting a modality and for the interventions. The student will be guided through a cognitive process to integrate physical agents intervention into the overall rehabilitation plan in order to promote optimal outcomes. The sequence of the planned intervention and the progression of the use of modalities from a simple application to a more complex one will be analyzed throughout the course. The physics, chemistry, physiological effects, indications and contraindications along with the application of each modality will be studied.

Kinesiology presents the physical therapist with information to analyze normal human motion. The ability to examine, evaluate and design a plan of care is dependent upon a therapist's thorough understanding of kinesiology. Kinesiology is the study of normal human motion. This course will emphasize the analysis and examination of normal motion and muscle function to prepare the student for understanding pathologic function as well as providing a foundation for understanding current trends in rehabilitation. This course covers the topics of biomechanics, joint structure and function, muscle structure and function, with emphasis on the extremity joints as well as the vertebral column. Students will learn about human gait and posture, and will participate in human movement analysis and activity analysis. This course will provide a comprehensive overview of the principles needed to understand human function and dysfunction.

This course is designed to introduce the student to the basic and clinical aspects of neuroscience. The basic component, the anatomy of the spinal cord, peripheral nerves and all levels of the brain, prepares the student to assess the neurological problems seen in the clinic. The clinical component, which meshes with the basic component of the course, prepares the student for the therapeutic interventions of the physical therapist.

Every student in the Touro University’s School of Health Science is required to devote twenty-five (25) hours to community service as a graduation requirement. The purpose of this requirement is to provide students in the Physical Therapy Department with an opportunity to learn from, and give back to, the larger community. Through this experience students may interact with people from different cultural and socioeconomic backgrounds. Students also will be exposed to their families, friends, caregivers, health care and/or other community agencies. Students may work with individuals who have impairments, leading to functional limitations in the physical, cognitive, and /or social-emotional domains. Students also may elect to volunteer in agencies/programs designed to help people who struggle with issues related to poverty, homelessness and/or hunger.

This is the first clinical experience for Physical Therapy students enrolled in the Doctor of Physical Therapy (DPT) Program, following one and one-half years of academic training. It is a six-week, full time clinical experience in selected health care settings that should enable the student to perform clinically with behaviors that meet standards of safe, legal and ethical practice. In addition, students must show beginner’s skills in the development of the Core Values and Professional Behaviors essential to Professionalism in Physical Therapy. Students will apply the knowledge and skills acquired during the previous three academic semesters and will put into practice clinical decision- making skills when encountering straightforward clinical scenarios.

The clinical education of Touro University DPT students will reflect the five themes of the Clinical Education Curriculum. The themes are professionalism, communication, cultural competences, professional development and ethics.

Physical Therapy Interventions III is a clinical course designed to provide the student with guidance and direction in comprehending therapeutic exercise and designing exercise programs for a variety of patients/clients. Students will develop the ability to utilize therapeutic exercise as an intervention designed to eliminate or reduce the severity of impairments, functional limitations and disabilities and prevent or minimize future impairments, functional limitations and disabilities for the patient/client. The course is designed to guide the student through the cognitive process in the selection of and the use of goal-oriented exercises in the intervention plan. The sequence of intervention planning and progression of exercise programs from simple to more complex will be analyzed throughout the course. Various types of symptom clusters will be presented and students will develop exercise programs accordingly.

This course is specifically designed for the entry-level physical therapy students preparing for their first clinical experiences. Comprehension and application of the techniques covered in this course are basic to the broad practice of physical therapy. The course will combine the knowledge gained from previous courses with the theory and practice of patient examinations. The theoretical foundations and practical applications of various tests and measures will provide the student with the tools to examine a wide range of patients. It is recognized that this course will provide a base upon which subsequent courses will build with more advanced evaluative techniques.

DPTN 605 is the first course in a series of four research courses as part of the required DPT research sequence that also includes DPTN 615 Research Methods and Experimentation, DPTN 655 Data Synthesis, and DPTN 665 Research Seminar. DPTN 605 is designed to introduce students to the process, application, analysis and evaluation of research in physical therapy, to develop a scientific approach to problem solving in clinical practice, and to encourage reflective and critical thinking in the assessment of new as well as established intervention protocols. Emphasis is placed on the integration of research methodology and statistical plans that logically complement specific designs in clinical research. Ethical considerations in the use of human subjects in clinical research are emphasized. Students will examine the relationship between research design and statistical analysis as part of the research process. In DPT 605, small 4-6 member faculty-driven student research groups complete the first section of the comprehensive research proposal.

This course is designed to integrate the physiology and pathophysiology of the cardiopulmonary system and to relate these foundation sciences to intervention and prevention strategies for cardiopulmonary impairments, limitations and disabilities. Emphasis will be placed on basic examination and evaluation of the cardiopulmonary system, differential diagnosis of cardiopulmonary practice patterns, prognoses, and therapeutic interventions. Basic ECG interpretation and other cardiopulmonary diagnostic testing will be introduced. Students will be able to plan and implement Phase I cardiopulmonary rehabilitation plans of care, including intervention strategies for well and compromised clients of all ages and all backgrounds, in settings that include general acute care, and ICU/CCU. To facilitate this process, a problem solving approach will be utilized throughout the course in addition to lecture and laboratory sessions.

This course is a clinical course designed to provide the Physical Therapy student with the knowledge, skills, and analytical abilities to examine, evaluate, diagnose, formulate a plan of care with prognosis, and manage patients with integument disorders such as impaired integumentary integrity, wounds, burns, edema, and restricted lymphatic drainage. A thorough exploration of connective tissue layers, connective tissue repair, and wound healing will precede discussion of the principles and techniques of massage, myofascial release, and wound care intervention, and ulcer prevention.

Lecture, demonstration, and group problem solving activities will help the student use critical thinking to synthesize available case information into a well-designed plan of care. Laboratory practice will develop the manual skills necessary for the student to execute the plan of care skillfully, with special focus on massage and myofascial release.

This course will emphasize examination, evaluation and intervention for dysfunction in the musculoskeletal system. Emphasis will be placed on an understanding of the pathophysiological basis for musculoskeletal dysfunction and the integration of the therapeutic process for the restoration of function of the patient with dysfunction of the musculoskeletal system. This class presents the physical therapy student with the fundamental principles and concepts as they relate to musculoskeletal clinical practice and will progress to exposure to, and integration of, accepted intervention and advanced therapeutic techniques. The role of joint mobilization as a type of intervention is introduced. Through lecture, laboratory, and problem solving sessions we will investigate all musculoskeletal dysfucntions.

When given the responsibility of being part of the rehabilitation team working with a patient with a neurological dysfunction, the physical therapist performs an examination, evaluates the result of the examination, formulates a physical therapy diagnosis, determines the prognosis, develops a plan of care and performs interventions that lead to enhancement of function. Via lecture, group activity, literature search and laboratory practice, the student will learn the theories and applications of these processes.

This is the second course in a series of four research courses in which students continue the collaborative work with faculty research advisors on important and significant clinical problems of common interest that can contribute to the body of knowledge in physical therapy and improve clinical practice. DPTN 615 is designed to both accommodate and encourage student interest in independent research. In this course, the 4-6 member research groups continue their participation in unique learning experiences related to the research process in which students plan, organize and carry out independent and original research projects under the supervision of, and in collaboration with, a faculty research advisor. In addition, student research groups in collaboration with their faculty research advisors refine research proposals and prepare the required IRB Forms and Informed Consent Documents for submission to the IRB Committee of Touro University for approval of their research studies.

DPT 615 focuses on all aspects of the methodology including data collection and analysis including subject recruitment and selection, implementation of testing and intervention protocols, measurement of outcomes, data entry and reduction, statistical analysis, and data interpretation. Student research groups adhere to a pre-planned time schedule set by the faculty advisor to ensure completion of the research project in a timely manner. Student research groups also attend periodic seminar meetings to discuss their research experiences with the instructor, faculty research advisor and fellow students. These meetings may include presentations of the study design and preliminary research findings.

Professional Development II is the second course of the Professional Development (PD) Series, the bridge between academics and the clinical experience. The PD courses are designed to enhance the student’s success during the clinical experiences and to enable students to mature in their future roles as Doctors of Physical Therapy. Additionally, the PD courses serve to advance students’ commitment to the physical therapy profession and to promote knowledge and clinical decision-making skills in five pertinent areas: Communication, Professionalism, Critical Thinking, Cultural Competence, and Ethics. While the emphasis PD I course investigated “self,” PD II will help students prepare for their roles as Doctors of Physical Therapy and begin the process of professional interaction using culturally effective communication styles befitting interactions with patients/clients, caregivers, members of the healthcare team and clinical supervisors of Physical Therapy.

To further foster the development of the health care professional, students will self-evaluate their performance level in the clinical setting utilizing the Professional Behaviors Self-Assessment. With the guidance and feedback provided by their faculty mentor, students will reflect on their self-assessment and develop goals based on clinical skills and professionalism for their upcoming clinical experience. Within the PD II course, the students will employ their skills as reflective practitioners through retrospective identification of critical incidents that led to a change of behavior. These incidents will highlight two of the clinical education themes: cultural competence and ethics.

To further develop their future roles as Doctors as Physical Therapy, the students will identify ways to collaborate with physical therapy assistants so as to promote proper utilization of services in the patient/client management model of care. Discharge planning will also be covered. Consideration of patient needs and personal goals as well as insurance guidelines will be addressed when developing discharge plans. Current topics will be researched and presented by the students to the class to promote an awareness of contemporary issues faced by the profession of physical therapy.

PT Interventions IV addresses the biomechanical principles underlying the application of orthotics and prosthetics, the evaluation of the most appropriate use of orthotic and prosthetic components and interventions, taking into account a wide variety of patient scenarios. Consideration of the whole individual is critical to the assessment of any individual who will receive and use an orthotic or artificial limb. This course trains the Physical Therapist to 1) determine the biomechanical principles that make up the clinical decision making and orthotic/prosthetic prescription process of the patient/client management model for orthotic/prosthetic interventions, 2) make appropriate recommendations for the selection of the best orthotic /prosthetic components for each patient--taking into account individual characteristics, physical and medical status and 3) teach patients successful strategies for optimal function with orthoses/prostheses through the careful analysis of normal and prosthetic gait and activities of daily living.

This is the second clinical experience for Physical Therapy students enrolled in the Doctor of Physical Therapy (DPT) Program, following two years of academic training and one prior six-week clinical experience, Clinical Experience I. This ten-week clinical rotation is planned to permit the students to become proficient and consistent with basic examinations, interventions and clinical reasoning and begin to manage patients/clients with more complex presentations. The students had coursework that would allow them to provide physical therapy procedures to most patients/clients with cardiopulmonary, musculoskeletal, neuromuscular and integumentary impairments and functional limitations from the pediatric to the adult populations.

The clinical education of Touro University DPT students will also reflect the five themes of the Clinical Education Curriculum. The themes are professionalism, communication, cultural competences, professional development and ethics.

In this course, the student will learn the basics of pain science, the current concepts in treatments techniques for managing the patient with persistent pain and relevant research related to outcomes. Students will be taught specific interview and management skills, work through case studies and create treatment plans for these complicated patients.

This is the final course of the Lifespan sequence. This course will inform the student about the major issues associated with aging. Because the aging process affects all bodily systems, physical therapy evaluations, assessments and interventions should reflect the special attributes of older adults. Special considerations concerning medications will be addressed. Psychosocial issues pertaining to the elderly and the effects of aging on gait and other functional activities will be emphasized. Evidence-based physical therapy interventions to improve the function of older people will be highlighted.

This course will cover the examination, evaluation, and intervention for disorders of the vertebral column; including cervical, thoracic, and lumbar spines, the sacrum and the sacroiliac joints and the temporomandibular joints. Students will study the relevant anatomy, physiology, and pathophysiology of the spine. Interventions include myofascial techniques, joint mobilization/manipulation, postural re-education, therapeutic exercises, and design of home exercise programs. Time will be spent in lecture, discussions, cases and supervised hands-on lab sessions. At the conclusion of this introductory course on spinal physical therapy, students will be able to manage the majority of patients who present with neck, back, pelvic, and TMJ/facial pain.

This is the second course in the Lifespan sequence. This is an advanced hands-on course in the physical therapy curriculum designed to help the student synthesize information about typical and atypical development, anatomy and pathophysiology as it relates to the pediatric patient. This course is designed to foster an understanding of pediatric disorders impacting the neuromuscular, cardiopulmonary and musculoskeletal systems. Students will explore the various physical therapy examination, evaluation and intervention approaches to be able to determine appropriate physical therapy diagnoses and prognoses and ultimately prepare a plan of care for the pediatric patient. Various intervention methodologies will be analyzed and appropriate plans designed for the pediatric population. After completing this course it is expected that students will be able to integrate the information from this course and its prerequisite courses in examination and evaluation of the pediatric patient to provide a diagnosis and prognosis as well as plan and implement appropriate treatment interventions for children with specific diagnoses and impairments. Students will be able to prescribe assistive devices and adaptive equipment when necessary. Finally, students will understand and value the role of each team member, including the parent or caregiver, in the multidisciplinary treatment of the pediatric patient.

This is the third course in a series of four research courses in which students continue the collaborative work with faculty research advisors on important and significant clinical problems of common interest that can contribute to the body of knowledge in physical therapy and improve clinical practice. DPTN 655 is designed to both accommodate and encourage student interest in independent research. In DPTN 655, the 4-6 member research groups continue their participation in unique learning experiences related to the research process in which students plan, organize and carry out independent and original research projects under the supervision of, and in collaboration with, a faculty research advisor.

DPTN 655 focuses on all aspects of data collection and analysis including subject recruitment and selection, implementation of testing and intervention protocols, measurement of outcomes, data entry and reduction, statistical analysis, and data interpretation. Student research groups adhere to a pre-planned time schedule set by the faculty advisor to ensure completion of the research project in a timely manner. Student research groups also attend periodic seminar meetings to discuss their research experiences with the instructor, faculty research advisor and fellow students. These meetings may include presentations of the study design and preliminary research findings.

Pharmacology is a branch of biomedical science concerned with how drugs work (mechanism of action), their clinical indications and adverse side effects. In this course, students will be introduced to principles of pharmacology, including pharmacokinetics and pharmacodynamics. Classifications of drugs used in the treatment of disease including drugs used for pain management, cardiac and neuropharmacology will be discussed. Physical therapy implications of pharmacological treatment will be addressed, including recognition of adverse drug effects in patients commonly treated by physical therapists.

This course is designed to provide the student with a fundamental understanding of health care administration and management principles, with an emphasis on the field of physical therapy and rehabilitation. During the course, students will identify and analyze current issues in the health care setting. The students will compare and contrast different practice settings and will problem solve situations from rehabilitation environments. The focus will be on contemporary, relevant managerial and leadership issues. Critical topics to be explored will include managerial principles and functions; leadership and communication; quality and performance improvement and accountability; organizational structures and behaviors; financial and reimbursement concerns; marketing, customer relations and service excellence; and the regulatory and external environments.

This is the third clinical experience for Physical Therapy students enrolled in the Doctor of Physical Therapy Program, following two and half years of academic training, a six-week clinical, and a ten-week clinical. During this eight-week clinical experience, students should progressively assume a caseload and develop their clinical decision-making skills as they progress both simple and complex patients through the patient/client management model. The students will be given some administrative responsibilities as well.

The clinical education of Touro University DPT students will reflect the themes of reflection, ethics and cross-cultural competence, interprofessional collaborative practice, professionalism, and communication.

This final seminar series will prepare students graduating with Doctor of Physical Therapy degrees to contribute to the field of physical therapy in areas of professional practice, including clinical practice, education, administration, professional service, and research. Students will reflect on their experience as a learner in the clinic and prepare for their roles as a future clinical instructor. Students will engage in advocacy efforts in order to promote the profession and develop skill as leaders. Students will be prepared for the job market with development of resume and interview skills. They will also be introduced to the fundamentals of leaderships both in the personal realm and as a practitioner within the health care environment.

This advanced course in evaluation and intervention for the cardiovascular and pulmonary patient will include advanced ECG interpretation including stress testing. Recent advances in cardiopulmonary care as well as ischemic cardiac conditions, cardiac muscle dysfunction, COPD and restrictive lung dysfunctions and their implications for physical therapy will be discussed. Students will be able to create Phase II and III cardiac pulmonary rehabilitation plans of care.

This course is specifically designed for physical therapy students in their final semester to help the student synthesize information from all preceding classes for application towards patient management as well as to passing of the National Physical Therapy Exam (NPTE). This course focuses on developing sound clinical reasoning in the evaluation of and formation of plans of care for the complex multi-system patient. During this course students will have opportunities to draw on the knowledge and skills gained from previous courses and clinical experiences by practicing and critically analyzing sample NPTE-type questions. Students will apply this knowledge in a hands-on manner by evaluating, establishing a plan of care and initiating treatment for patient-actors who present with diagnoses related to different systems. Feedback will be provided in a constructive manner with the intent to foster reflection of the problem-solving process. Students will reinforce their documentation skills by writing SOAP notes for the sessions they provide, using the WEBPT electronic documentation system. After completing this course it is expected that students will be better prepared to take the NPTE and will be able to identify areas of personal weakness for further self-study. Additionally, students will be prepared to integrate their knowledge and clinical skills for application during their final clinical learning experiences as well as when they enter the field as autonomous physical therapy practitioners.

DPT 665 is the final course in a series of four research courses in which students continue the collaborative work with faculty research advisors on important and significant clinical problems of common interest that can contribute to the body of knowledge in physical therapy and improve clinical practice. DPT 665 is designed to both accommodate and encourage student interest in independent research. In DPT 665, the 4-6 member research groups continue their participation in unique learning experiences related to the research process in which students plan, organize and carry out independent and original research projects under the supervision of a faculty research advisor.

Following completion of data collection and data analysis, student research groups prepare a final written research report similar in format to a typical journal article that includes an Abstract, the Introduction, Methods, Results, Discussion and Conclusions. In addition, student research groups prepare formal 30-minute power-point presentations of their research studies similar in format to a platform presentation at a professional conference that includes a brief introduction and methodology followed by a more detailed discussion of results and conclusions. While students have the major responsibility for the power-point research presentations, they are prepared in collaboration with their faculty research advisors. Presentations of research studies take place at the Research Forum as a culminating activity of DPT 665, which other students/faculty attend. Following each presentation, students and faculty participate in a critical evaluation of the study’s design and research findings in a question/answer, comment and discussion session. Student presenters are expected to actively participate in the comment session, answer questions and compare their research findings with those reported in the published research literature. In this way, students further develop their ability to critically interpret and analyze research findings and evaluate the potential contribution that the research makes to clinical practice or to the profession as a whole. Opportunities for small group peer-assisted learning activities are provided in the preparation of final written research reports and group research presentations.

The practice of physical therapy is constantly evolving. As such, there are topics of importance that emerge that are not embedded in the curriculum. This course, Special Topics, is designed to provide students with exposure to these areas of interest. Each year, a renowned speaker on noteworthy topics influencing the practice of physical therapy, from outside the Touro faculty, will be invited to address the students. A question-and-answer period will be integrated into all presentations affording students the opportunity for direct interaction with the expert speaker. The purpose of this course is to provide students with the chance to learn from experts in the field and reflect on the implications for clinical practice for both emerging and veteran clinicians. Following each guest lecture, all students will engage in small group discussions with the Touro DPT core faculty to review the information

A senior elective course aimed at refining the student’s ability to critically examine and evaluate patients/clients with hand injury and/or dysfunction. The student will compare and contrast new examination and intervention techniques related to the hand, wrist, and forearm. The student will also have several opportunities to design intervention programs and prescribe upper extremity orthotics.

This pediatric elective seminar is specifically designed for physical therapy students in the sixth and final semester of the DPT program who will be attending a pediatric clinical experience and/or who would like to pursue specialized pediatric physical therapy practice. Each week, a unique module will be taught by an expert clinician with an emphasis on state of the art, evidence-based intervention strategies for pediatric rehabilitation, building upon previous foundational pediatrics coursework. Prior to each class, students will read selected papers on the topic preparing them for an engaging 1-1.5 hour pre-recorded lecture followed by 2.5 hours of in-person skills-based lab instruction. Students will learn systems-based sensory intervention strategies with the HANDLE approach that can be applied across practice settings. In the NMES/FES module, students will learn pediatric specific protocols for integrating electrical stimulation into their practice for tone modulation and neuromuscular re-education. During the body weight supported gait training module, students will learn facilitation techniques to advance standing and walking skills across multiple patient presentations. Students will have the opportunity to learn serial casting techniques, observe a patient demo, and cast one another. Additionally, students will be introduced to scoliosis specific assessment and exercises as well as to post-concussive event intervention with an emphasis on vestibular rehabilitation for the pediatric patient.

This course will emphasize examination, evaluation and intervention for dysfunction that occur in sports physical therapy using current best evidence to support approaches to evaluation and treatment. Emphasis will be placed on an understanding of the pathophysiological basis for musculoskeletal dysfunction and the integration of the therapeutic process for the restoration of function of the patient with dysfunction of the musculoskeletal system. Recent trends in sport rehabilitation will be explored. This class presents the physical therapy student with the fundamental principles and concepts as they relate to sports musculoskeletal clinical practice and will progress to exposure to, and integration of, accepted intervention and advanced therapeutic techniques. Through lecture and problem-solving sessions we will investigate sports musculoskeletal practice with consideration of various levels of performance.

This course provides clinical guidance and practical parameters for special topics in neurorehabilitation in the ICU, acute, subacute, and outpatient settings. It explores practical parameters for safety during early mobilization and rationale for benefits to consider with risks in the ICU. Course would focus on time of onset (day 0) and apply neurorehabilitation concepts that apply to the most common neurologic conditions one would encounter in the neuro-ICU and guide evidence-based decision-making through the phases of recovery. This course would also review current research on Post-Concussion Syndrome in the adult population (non-sports-related) and understand the role of the Physical Therapist within the interprofessional medical management team (neurology, OT, neuropsychology, exercise physiology, etc.) in the acute, subacute, and chronic stages of this condition. This course covers three essential augmented devices to support neurorehabilitation, including Functional Electrical Stimulation, Bodyweight Supported Ambulation with and without the treadmill, and Virtual Reality for return to work and other activities of daily living. Students will be introduced to clinical tools needed to screen for instability and to provide appropriate treatment interventions. Students also be shown specific assessments to identify different impairments and functional limitations pertinent to neurorehabilitation and in patients with vestibular disorders. This course will also identify common central and peripheral vestibular disorders and cover decision making for treatment and/or referral. Students will be introduced to vestibular diagnostic testing and how this affects physical therapy treatment and best care approaches. Students will be instructed in the procedures for performing an oculomotor and functional vestibular examination and perform canalith and cupulolith repositioning maneuvers. Using case studies and discussions, the course will integrate information from prior coursework.

This is the fourth and final full-time clinical education experience for students enrolled in the Doctor of Physical Therapy (DPT) Program following completion of all academic coursework and three prior clinical experiences. This terminal clinical experience takes place over 14-weeks and is intended to allow the student to master the entry-level skills required to perform all elements of the patient/client management model - including examination, evaluation, diagnosis, prognosis, and intervention. At the completion of this experience, students are prepared to practice across the lifespan, along the continuum of care.