Vision and Mission
We envision a world where physical therapists improve the human experience by optimizing movement and fostering health for all.
Our mission is to educate physical therapists who are equity-oriented adaptive learners and global citizens who lead with person-centered, evidence- based, and accessible solutions for all.
American Physical Therapy Association (APTA) Code of Ethics
In addition to the American Physical Therapy Association (APTA) Standards of Practice for Physical Therapy, our program expects all students to abide by the APTA's Code of Ethics, which delineates the ethical obligations of all physical therapists as determined by the House of Delegates of the APTA. This code is built upon the five roles of the physical therapist (management of patients/clients, consultation, education, research, and administration), the core values of the profession, and multiple realms of ethical action (individual, organizational, and societal). Physical therapist practice is guided by a set of seven core values:
- Accountability
- Altruism
- Compassion and caring
- Excellence
- Integrity
- Professional Duty
- Social Responsibility
Technical Standards
Following are the minimal technical standards considered necessary, with or without reasonable accommodation, for successful completion of the entry-level Doctor of Physical Therapy degree 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.