Physical Therapy DPT - Program Descriptions


• Foundational Courses
• Problem Based Learning
• Curriculum Course Description
• Clinical Education Descriptions


General Program Description

The Doctor of Physical Therapy program involves nine semesters of full-time education offered over three years of study (see 'Curriculum' section). The curriculum can be described as three major clusters of coursework that address different aspects of physical therapy education.

The first cluster of courses addresses basic and medical sciences, collectively referred to as ‘foundational sciences’ (Human Anatomy and Histology, Kinesiology, Neuroscience, Physiology, Clinical Medicine for Physical Therapists). These courses are taken across the first year of study, using a traditional lecture and laboratory format. To ensure an outstanding framework of foundational sciences upon which to build clinical practice, much of this coursework is taught by faculty of the School of Medicine and School of Basic Medical Sciences. The first-year of study also includes coursework in models of education and learning, group dynamics, professionalism, and the historical and current basis for physical therapy (Professional Practice I). Basic clinical skills such as muscle testing, therapeutic exercise, functional training and neurologic examination/evaluation are also taught (Introduction to Clinical Science, Exercise Science, and Neurologic Examination and Evaluation).

In addition to coursework, students begin a service-based learning experience in the Spring I semester, know as the ‘Community Service Project’ (see ‘Community Service Projects’). Students identify a community group with a physical therapy related educational or service need, and propose a service project to address that need. The project is carried out over the second summer and fall semesters, culminating in a poster presentation at an annual Community Service Project Day.

The second cluster of courses is focused on translating student knowledge of the foundational sciences to clinical practice. Across the Spring of the first year (Spring I), the Fall of the second year (Fall II) and Summer of year three (Summer III) students have three major courses dealing with the examination, evaluation, and treatment of patients with specific clinical diagnoses. The educational strategy used for translating knowledge to clinical practice is Problem-Based Learning (see ‘Problem-Based Learning’). The Problem-Based Learning courses are composed of small group tutorial sessions, lectures, and laboratories that are used to promote student self-directed learning and evidence-based practice in physical therapy. It is through the seamless integration of scientific evidence with hands-on experiences that the PBL processes used at New York Medical College so effectively prepares students for excellence in clinical practice.

In addition to engaging in PBL courses, students translate their knowledge into clinical practice through traditional lecture and laboratory coursework in medical sciences in Spring I, in courses in research processes in Spring I and Summer II, in a course in healthcare issues in Fall II, and in courses in PT administration, health and wellness, and gait analysis/research in Summer III. Elective courses in Fall II and Fall III allow students to link theory to clinical practice in specific areas. Another mechanism for translating knowledge into practice is the faculty-sponsored doctoral project each student carries out in either clinical research, teaching, or public health service as a requirement for graduation (see ‘Doctoral Projects’ section).

Clinical education at New York Medical College is focused on diversity of experience, rather than extended lengths of any one experience. This is based on the belief that the more exposure students have to the variety of environments in which they may practice after graduation, the better prepared they will be. Students have more than nine months of full-time clinical affiliations under the supervision of licensed physical therapists to put their education into practice. These provide a mechanism for the full integration of didactic study, research, discussion, and practice in the clinical skills of physical therapy.

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