We look beyond grades and coursework to the applicant as a whole person. We review extracurricular responsibilities, leadership positions, research, community service, work experience, intercollegiate sports, and other factors in our comprehensive application review.
Admissions Events and Email List
Attend one of our group informational sessions held online or in person. Topics include an overview of the program and application process as well as more information regarding prerequisite and highly recommended courses. To register for a specific session and receive event details, please click here.
You can also join our email list to receive periodic updates on application requirements and the admissions process. Click here to join our email list.
More Information
Important Dates
- June 16, 2025: PTCAS and UCSF supplemental applications open
- October 1, 2025: PTCAS application closes
- October 1, 2025: UCSF supplemental application closes
Non-discrimination policies
As a joint program, the DPT admissions process adheres to the non-discrimination policies of both universities. The SFSU (California State University) non-discrimination policy is here and the UCSF Office of Graduate Education and Postdoctoral Affairs anti-discrimination policy statement can be found here.
Technical Standards
The following skills and standards are the technical standards considered necessary for completion of the entry-level Doctor of Physical Therapy degree program. These technical standards enable each graduate to subsequently enter clinical practice as an entry-level physical therapist. Students must also be in compliance with legal and ethical standards as set forth by the APTA Code of Ethics and Standards of Practice. Learners must be capable of meeting these minimal standards, with or without reasonable accommodation, for successful completion of the program:
- Observation: Observation requires the student to be able to identify, interpret and accurately evaluate the patient’s condition through various methodologies. A student must be able to observe lectures, laboratory dissection of cadavers, class demonstrations and clinical patients. Specifically, a student must be able to accurately observe patient movement, anatomic structures, and numbers and patterns associated with diagnostic instruments and tests. Examples in which these observational skills may be used are include: palpation of peripheral pulses, bony prominences and ligamentous structures; evaluate for areas of inflammation and presence and degree of edema; and use of a stethoscope, sphygmomanometer, and goniometer.
- Communication: Communication includes speech, language, reading, writing and computer literacy. Students must be able to relate and communicate effectively and sensitively with patients in order to elicit information regarding mood, activity, and posture, as well as to perceive non- verbal communications. Students must also be able to communicate effectively and efficiently with other members of the health care community to convey information essential for safe and effective care. Students must learn to recognize and respond promptly to emotional communications such as sadness, worry, agitation, and lack of comprehension. Each student must be able to read and record observations and plans legibly, efficiently, and accurately in documents such as the patient record. Students must be able to prepare and communicate concise and complete summaries of individual encounters as well as complex, prolonged encounters, including hospitalizations. Students must be able to complete forms according to directions in a complete and timely fashion. Students must also have the ability to complete reading assignments and search and evaluate literature
- Sensory and Motor Function: Students must have sufficient motor function to elicit information from the patient examination by palpation, auscultation, percussion, manual positioning of body segments and other examination Students must be able to perform a basic screening and examination ( physiological measures such as such as heart rate and respiration), diagnostic procedures (including but not limited to palpation, manual muscle testing, goniometry, sensory evaluation, gait analysis, and balance assessment), and evaluate EKGs and radiographic images. Students must be able to execute motor movements required to provide general care and emergency treatment to patients. Students are required to possess coordination of both gross and fine muscular movement, equilibrium, and the integrated use of touch and vision.
- Intellectual, Conceptual, Integrative and Quantitative Abilities: Students must be able to effectively solve problems, and measure, calculate, reason, analyze, integrate, and synthesize information in a timely fashion. Problem solving is a critical skill demanded of a physical therapist that requires all of these intellectual abilities. For example, students must be able to synthesize knowledge and integrate the relevant aspects of a patient’s history and examination findings to develop an effective treatment program in an efficient and timely manner. Good judgment in patient assessment, diagnostic and therapeutic planning is essential; students must be able to identify and communicate the limits of their knowledge to others when appropriate. Students must be able to interpret graphs and spatial relationships.
- Behavioral and Social Skills and Attributes: Students must possess the emotional skills required for the full utilization of their intellectual abilities, the exercise of good judgment, and the prompt completion of all responsibilities as an entry-level physical therapist. Students must demonstrate the development of mature, sensitive, and effective relationships with patients. They must demonstrate empathy, integrity, honesty, concern for others, good interpersonal skills, interest, and motivation. Students must be able to tolerate physically and mentally taxing workloads and function effectively under stress. They must be able to adapt to a changing environment, display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of patients, tired colleagues, and personal fatigue. Students are expected to accept appropriate suggestions and criticism and, if necessary, respond by modification of behavior. As a component of their education, students must demonstrate ethical behavior in both the clinical and classroom setting.