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Academic Catalog 2021-2022

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  • Physical Therapy, DPT—Postbaccalaureate Entry

Physical Therapy, DPT—Postbaccalaureate Entry

2021-2022 Edition

  • Undergraduate
  • College of Professional Studies Undergraduate
  • Graduate
    • General Admission and Transfer Credit
    • Information for Entering Students
    • College Expenses
    • University-​Wide Academic Policies and Procedures
    • PhD Programs
    • College of Arts, Media and Design
    • D'Amore-​McKim School of Business
    • Khoury College of Computer Sciences
    • College of Engineering
    • Bouvé College of Health Sciences
      • Academic Policies and Procedures
      • Interdisciplinary
      • School of Clinical and Rehabilitation Sciences
        • Speech-​Language Pathology, MS
        • Early Intervention, Graduate Certificate
        • Physician Assistant Studies, MS
        • Health Informatics, MS /​ Physician Assistant Studies, MS
        • Physician Assistant Studies, MS /​ Public Health, MPH
        • Human Movement and Rehabilitation Sciences, PhD
        • Physical Therapy, DPT—Postbaccalaureate Entry
        • Human Movement and Rehabilitation Sciences, MS
      • School of Community Health and Behavioral Sciences
      • School of Nursing
      • School of Pharmacy and Pharmaceutical Sciences
    • School of Law
    • College of Professional Studies
    • College of Science
    • College of Social Sciences and Humanities
    • Gordon Institute of Engineering Leadership
    • Faculty
    • Appendix
  • Course Descriptions
  • Catalog Archives
  • Overview
  • Program Requirements

Kristin Curry Greenwood, PT, DPT, EdD, MS
Chair, Department of Physical Therapy, Movement, and Rehabilitation Sciences and Associate Clinical Professor

301 Robinson Hall
617.373.3908
617.373.3161 (fax)
PB_DPT_INQUIRIES@northeastern.edu

Our Postbaccalaureate Doctor of Physical Therapy (DPT) program is designed for individuals who hold a minimum of a baccalaureate degree in any major other than physical therapy and have satisfied the prerequisite requirements. Over the course of three years, this rigorous curriculum provides didactic and experiential learning experiences, the cornerstone of our program. These experiences include cooperative education, simulated patient interactions, human cadaver lab, engagement with consumer clients, service-learning, clinical research, and clinical education experiences.

The DPT program recognizes that becoming a physical therapist is a developmental process that allows students the opportunity to take risks, reflect, learn from mistakes, and continue to grow to promote lifelong learning. We are committed to a process of actively engaged learning that occurs in the classroom, the research laboratory, the community, and clinical settings regionally and internationally. We strive to provide challenging and leading-edge academic content in an environment supportive of processional development. Our educational philosophy is based upon a strong foundation of biological, psychological, social, and clinical sciences; experiential learning; evidence-based practice; cultural agility and humanistic values; and ethical and professional expectations. This is supported by a commitment of promoting and improving the health of clients and society locally, nationally, and globally. Academic content is student-centered and delivered using both traditional and innovative teaching methods including, but not limited to, lectures, small group projects and discussions, multimedia presentations, expert panel discussions, human cadaver lab, problem-based approaches, case studies, faculty-led research, patient simulation, interprofessional education opportunities, virtual and online learning activities, and self-reflection. Experiential learning, a cornerstone of our curriculum, is embedded in academic course requirements including clinical education, cooperative education, service-learning, and capstone research projects. These experiences are intentional and align with the Northeastern University Academic 2025 Plan.

We offer a Sports Performance concentration that is designed to prepare the physical therapy student to confidently pursue a sports physical therapy position working with athletes of all ages in a variety of settings. Students take additional coursework, focused on research and clinical rotations that expand upon the entry-level physical therapy curriculum. Our Sports Clinical Residency program is for licensed practicing physical therapists.

Emphasis on Experiential Learning

Cooperative Education

Our DPT program provides students with six months of full-time experiential learning in addition to the required clinical affiliations necessary for licensure. Through cooperative education, the hallmark of Northeastern University, students are able to integrate semesters of academic study with semesters of cooperative education experiences in hospitals and clinics throughout the country and around the globe. Students may be employed as physical therapy co-ops or perform other health-related duties.

Clinical Education

The curriculum also includes three rotations for a total of 36 weeks of clinical education under the direct supervision of a licensed physical therapist. We are affiliated with world-class medical centers and clinical sites throughout the United States, providing students with access to master clinicians and clinical scholars. Every effort is made to accommodate individual circumstances, but students should be prepared to travel out of state for two of the three clinical placements. Availability of a car may be required, as most sites are not accessible by public transportation. All expenses associated with clinical education, including travel and housing, are the responsibility of the student.

Global Outreach

Students may participate in short cultural immersion experiences abroad whereby they engage in community service projects under the direction of a physical therapy faculty member or on physical therapy academic exchanges with partner academic institutions.

Service-Learning

During the curriculum, students participate in service-learning opportunities in the local community in which they learn and apply skills and knowledge related to program objectives. These opportunities start during the first academic year and continue throughout the program in a variety of settings.

Student Research

The Department of Physical Therapy, Movement, and Rehabilitation Sciences' research mission is to build the evidence for best practices to maintain and improve the health and well-being of local, national, and global community members. Students have the opportunity to work with faculty to conduct ongoing research in world-renowned medical centers and in one of the nine Department of Physical Therapy, Movement, and Rehabilitation Sciences' labs and centers, including Neuromotor Systems Lab, Laboratory for Locomotion Research, The ReGameVR Laboratory, Movement Neuroscience Laboratory, Musculoskeletal Epidemiology and Biomechanics Laboratory, Occupational Biomechanics and Ergonomics Laboratory, Teaching and Learning Innovation Lab, Neuroscience Wet Lab, and the Center for Cognitive and Brain Health Program.

Progression in the DPT Program

To progress in the program, students must maintain acceptable standards of scholarship and academic performance as stated in the program requirements section. Students must demonstrate appropriate skills and professional behaviors to progress in the program. Students must develop appropriate motor skills, professional behaviors, and emotional maturity as outlined in the essential functions. The program in physical therapy is accredited by the Commission on Accreditation in Physical Therapy Education of the American Physical Therapy Association.

Graduates of the DPT program are eligible to sit for the Physical Therapy Licensure Examination.

Professional Behaviors Requirement

In order to promote professionalism in the classroom, local and global communities, and clinical settings, the physical therapy program requires the demonstration of professional behaviors in accordance with the professional behaviors policy. The purpose of professional behaviors procedures is to help remediate students who have been identified as having professional behavior issues in an academic, cooperative, or clinical education setting. Professional standards are outlined in the student manual and may include but are not limited to the APTA Code of Ethics for the Physical Therapist and/or the APTA Guide for Professional Conduct.

Any faculty member who has a concern about a student’s professional behavior will arrange to meet with the student to discuss the issue. If the faculty member has met with the student and there is satisfactory resolution of the unprofessional conduct, only a form for tracking purposes is needed.

The tracking form shall be kept on record in order to track these students while they are in the program. A request for committee reviews as indicated on the tracking form must occur under the following conditions:

​a. A faculty member has attempted to correct the behavior and it has not been corrected after meeting with the student and taking initial steps to improve the identified professional behavior issues.

b. The incident is egregious

c. A second breach of professional standards has occurred.

Full Professional Behaviors Violation Review Process

a. The chairperson of the PTMRS Academic Affairs Committee (AAC) will send a letter to students about whom concerns have been raised and instruct each student to complete a Self-Assessment of Professional Behaviors. A meeting date will be set to discuss the concern. If the committee finds there is sufficient evidence to support a violation of the professional standards previously defined, one will be noted in the student’s record.

b. The AAC will develop an appropriate remediation plan in collaboration with the student and appropriate faculty.

c. Depending on the situation, students may have the opportunity to improve professional behaviors.

d. Any of the following may result in a dismissal from the program:

i. A third breach of professional standards

ii. A second offense of the same professional standard

iii. An egregious breach of a professional standard as outlined in the student manual and/or behaviors that may include but are not limited to violation of the APTA Code of Ethics for the Physical Therapist and/or the APTA Guide for Professional Conduct

If a student believes he or she has been erroneously, capriciously, or otherwise unfairly treated in the process or decision, he or she may appeal decisions made by the PTMRS AAC to the chair of PTMRS.

If the student has been suspected of cheating or in any way violating the Academic Code of Conduct, the student will be referred to the AAC as well as Office of Student Conduct and Conflict Resolution (OSCCR). Any concern regarding the student’s professional behavior will be brought to the attention of the faculty as appropriate at the faculty meeting.

Please visit Bouvé College Learning Outcomes for the specific student learning outcomes for this program.

Complete all courses and requirements listed below unless otherwise indicated.

Core Requirements

A grade of C or higher is required in all courses.

Course List
Code Title Hours
Foundations
PT 6330
and PT 6331
Functional Anatomy 1
and Lab for PT 6330
3
PT 6340
and PT 6341
Functional Anatomy 2
and Lab for PT 6340
5
PT 5101
and PT 5102
Foundations of Physical Therapy
and Lab for PT 5101
4
PT 6350
and PT 6351
Foundations of PT Examination and Therapeutic Activities
and Lab for PT 6350
5
Core
PT 5160Psychosocial Aspects of Healthcare3
PT 6243Health Education, Promotion, and Wellness3
PT 6245Seminar for PT 62431
PT 5140Pathology4
PT 5500Pharmacology for Physical Therapy2
PT 5503
and PT 5504
Cardiovascular and Pulmonary Management
and Lab for PT 5503
5
PT 5515
and PT 5516
Integumentary Systems
and Lab for PT 5515
3
PT 5138
and PT 5139
Neuroscience
and Lab for PT 5138
5
PT 5150
and PT 5151
Motor Control, Development, and Learning
and Lab for PT 5150
5
PT 5209
and PT 5210
Neurological Rehabilitation 1
and Lab for PT 5209
5
PT 6221
and PT 6222
Neurological Rehabilitation 2
and Lab for PT 6221
5
PT 6550Pediatric Aspects of Life Span Management3
PT 6555Geriatric Aspects of Life Span Management2
PT 6305
and PT 6306
Musculoskeletal Management I
and Lab for PT 6305
5
PT 6405
and PT 6406
Musculoskeletal Management II
and Lab for PT 6405
5
PT 6505
and PT 6506
Musculoskeletal Management 3
and Lab for PT 6505
4
PT 6600Special Topics2
PT 6520
and PT 6521
Prosthetic Management
and Lab for PT 6520
2
PT 6251Diagnostic Imaging3
PT 6420PT Administration and Management within the U.S. Healthcare System4
PT 5226Physical Therapy Professional Seminar 22
PT 5540Clinical Integration 1: Evidence and Practice2
PT 6250Clinical Integration 2: Evidence and Practice2
Clinical
PT 6441Clinical Education 16
PT 6442Clinical Education 26
PT 6450Clinical Education 38
Research
PT 6510Evidence-Based Practice and Research Design3
PT 6511Research Methods and Statistics in PT2
PT 6512DPT Capstone 11
PT 6513DPT Capstone 22
Co-op
PT 5111Professional Development for Bouvé Graduate Co-op1
PT 6964Co-op Work Experience (taken two semesters)0

Concentration in Pediatric Physical Therapy

Course List
Code Title Hours
Required
CAEP 5150Early Intervention: Family Systems3
CAEP 5151Early Intervention: Infant and Toddler Development, Risk, and Disability (Pediatric Physical Therapy Concentration)3
PT 6512DPT Capstone 1 11
PT 6513DPT Capstone 2 12
PT 6550Pediatric Aspects of Life Span Management3
Complete one of the following:
PT 6442Clinical Education 26
PT 6450Clinical Education 38

Concentration in Sports Performance

Course List
Code Title Hours
Required
PT 5227Physical Therapy Project 1 23
PT 5229Physical Therapy Project 2 22
PT 5165Sports Medicine: Managing the Injured Athlete4
PT 6237Advanced Special Topics in Physical Therapy2
Complete one of the following:
PT 6442Clinical Education 26
PT 6450Clinical Education 38
1Pediatric Physical Therapy concentration students will be assigned a faculty with expertise in pediatric physical therapy. Pediatric-focused PT project proposals will be reviewed and approved by the director of the Pediatric Physical Therapy concentration in line with current course requirements.
2Sports Performance concentration students will be assigned a faculty with expertise in sports physical therapy. Sports-focused PT project proposals will be reviewed and approved by the director of the Sports Performance concentration in line with current course requirements.

Program Credit/GPA Requirements

123 total semester hours required
Minimum 3.000 GPA required

Academic Progression Policies

Academic Standing

Students must maintain an overall grade-point average (GPA) of  3.000  or higher and complete all professional courses with a grade of C or better to progress into the subsequent semester of professional courses.

Probation in the Professional Phase

Students in the professional phase of the program who fail any professional course or whose overall GPA drops below a 3.000 must request to be placed on academic probation to remediate the deficiency by the semester deadline set by the PTMRS Academic Standing Committee in order to remain in the Doctor of Physical Therapy (DPT) program. Failure to request probation in a timely manner will result in a student being dismissed from the program.

A DPT student may only be placed on academic probation for one semester at a time or until the failed course is offered again. A DPT student may only be placed on academic probation a maximum of twice during the entire professional phase of the program.

During probation, students must correct all deficiencies as specified in their respective signed probation plan during the applicable probationary period. Failure to remediate the deficiencies within the agreed-upon time will result in dismissal from the program. During the period of probation, the student must earn a semester GPA of 3.000 or better, or the student will be dismissed from the DPT program. Once the student has successfully completed their probation action plan, they should work with their academic adviser to be removed from probation.

The chair of the department’s Academic Standing Committee may grant a DPT student’s request for probation without a formal meeting under the following circumstances:

  • The student has not already reached their maximum two semesters of probation.
  • The student is in good professional standing with the Professional Behaviors Committee in accordance with the professional behaviors policy.

Professional Behaviors Requirement

See Progression in the DPT Program located in the overview text.

Academic Dismissal from Major

Students in the DPT program will be dismissed from their major effective the following academic semester for any of the reasons noted below:

  • Failure to earn a grade of C or better in a total of three professional courses, regardless of remediation. Within the physical therapy program, each specific professional course (with separate registration number) will be counted as a separate failure even if content is related.
  • Failure to remediate a prior deficiency outlined within the probation contract within the agreed-upon time frame.
  • Failure to earn the minimum required grade in the same course twice.
  • Failure to maintain an overall GPA of 3.000 or higher during the professional phase of the DPT program. Students will be dismissed if they are not eligible for a probationary status.
  • Physical therapy students will be permitted only two changes in year of DPT graduation. Any additional changes to year of graduation will result in the student being dismissed from the program.
  • Students who do not adhere to the professional standards of the program are violating academic policy and will be dismissed if any of the following occurs:
    • A third breach of professional standards
    • A second offense of the same professional standard
    • Any egregious breach of a professional standard as outlined in the student manual and/or behaviors that may include but are not limited to violation of the APTA Code of Ethics for the Physical Therapist and/or the APTA Guide for Professional Conduct

Appeal of Academic Standing

Students may request, through their academic adviser, to appeal to the chair of the department’s Academic Standing Committee to meet with the committee for an exception to the Academic Progression and Probation Policy for DPT program for extenuating or capricious circumstances as provided in the student’s respective handbook.

Essential Functions for Physical Therapy Students

The DPT program at Northeastern University is a challenging and intense program, which places specific demands on a student enrolled in the program. The academic rigor of the program closely corresponds to intellectual and physical demands that a graduate will encounter as a practicing physical therapist. Northeastern’s DPT program is designed to prepare students to enter the physical therapy profession as a generalist with the skills, knowledge, and ability to successfully perform all the required functions of an entry-level physical therapist. Essential functions are the aptitudes and abilities required of physical therapist students to successfully complete the curriculum of the DPT program and to perform the clinical skills of a physical therapist consistent with Patient/Client Management as detailed in the Guide to Physical Therapy Practice.

The purpose of this document is to delineate the essential functions that are fundamental to the DPT program. Upon admission, students must be able to perform each of the essential functions outlined below during classroom, laboratory, and experiential education learning activities (including, but not limited to, participation in one-on-one interactions, small group discussion and presentation, large group lectures, service learning, and patient encounters) in both academic, community, and clinical settings.

Students are also required to demonstrate good judgment, responsibility, integrity, sensitivity, and compassion, while simultaneously being able to accurately synthesize and apply knowledge in a timely and safe manner.

Students are required to perform the following essential functions of the DPT program:

Communication Functions
  1. Read, understand, and communicate information in written and spoken formats using the English language.
  2. Interpret and respond to the verbal, nonverbal, and written communications of others in an appropriate, professional manner.
Affective Functions
  1. Establish, value, and continue to develop professional, respectful, empathetic relationships with individuals from all lifestyles, cultures, ages, socioeconomic backgrounds, and abilities.
  2. Develop, value, and maintain effective working relationships with faculty, students, professional colleagues, peers, patients/clients, families, and the general public.
  3. Meet externally imposed deadlines and time requirements.
  4. React effectively in challenging situations with use of appropriate resources.
  5. Demonstrate an ability to function effectively in complex, highly stimulating environments.
  6. Demonstrate responsibility for self-directed assessment, reflection, and professional growth.
  7. Demonstrate core values of honesty, integrity, and accountability for the consequences of one’s own actions.
  8. Demonstrate ethical behavior, proper judgement, and decision-making skills.
Cognitive Functions
  1. Demonstrate self-management skills including planning, organizing, time management, and adhering to legal/regulatory requirements.
  2. Use a variety of sources, including reading material, lecture, discussion, observation, and physical examinations to:
    1. Recall, interpret, extrapolate, and apply information
    2. Measure, analyze, synthesize, and evaluate information
    3. Gather and prioritize information needed to solve a problem
  3. Respond appropriately to emerging problems and potentially hazardous situations by making timely judgments to react effectively and seek assistance when necessary.
  4. Accept and apply constructive feedback.
Psychomotor Functions
  1. Possess physical strength, stamina, balance, movement, hand-eye coordination, and dexterity required to perform patient care tasks in a manner that does not compromise the safety of self or others.
  2. Perform intermittent physical activity of the whole body throughout an 8- to 12-hour period.
  3. Engage in complex, coordinated movements needed during a variety of activities including skills lab practice, manual techniques, patient examination, intervention, and guarding.
  4. Utilize auditory, visual, and tactile senses to receive information from written, spoken, and nonverbal communication mechanisms; observation of human structures; postures and movements; and equipment and or technology.
  5. Quickly and appropriately react to sudden or unexpected events or movements of others.

For further information please refer to the Post Baccalaureate Doctor of Physical Therapy (PBDPT) Student Handbook and Clinical Education Student Manual.

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