University Senate                                                                                  Proposed: January 31, 2003

                                                                                                            Adopted:

 

 

RESOLUTION TO ESTABLISH THE DEGREE OF DOCTOR OF PHYSICAL THERAPY IN THE DEPARTMENT OF REHABILITATION MEDICINE,

COLLEGE OF PHYSICIANS AND SURGEONS

 

 

WHEREAS,     the American Physical Therapy Association has passed a resolution that by the year 2020 physical therapy should be provided by physical therapists who are doctors of physical therapy, and

 

WHEREAS,     at present 29 percent of all accredited programs already offer the DPT degree, a percentage that is expected to rise to 73 percent by 2006, and

 

WHEREAS,     the Commission on Accreditation in Physical Therapy Education within the next two years plans to revise its evaluation criteria to make them more reflective of DPT entry-level education to foster broader educational responsibilities of accredited physical therapy programs nationwide, and

 

WHEREAS,     the rapid transition to entry-level DPT programs nationwide already has caused the Columbia program to lose its market share in attracting many of the brightest, most motivated applicants, with over 60 percent of them stating that the reason was their acceptance in a DPT program, and

 

WHEREAS,     the faculty of the Program of Physical Therapy has presented a well-designed three-year curriculum of sufficient depth in educational content and clinical practice leading to the DPT degree, and

 

WHEREAS,     the committee has favorably approved the proposal from the College of Physicians and Surgeons to establish the Doctor of Physical Therapy degree, and

 

WHEREAS,     the committee is satisfied that the proposal has been approved by the executive vice president of Health Sciences and the provost;

 

THEREFORE BE IT RESOLVED,       that the Doctor of Physical Therapy be approved with the proviso that the program be reviewed as soon as the Senate promulgates standards for clinical doctorates in the Health Sciences to ensure adherence to such standards, as well as at its five-year juncture.

 

BE IT FURTHER RESOLVED,      that the Senate forward this resolution to the trustees for appropriate action.

 

 

                                                                                    Proponent:

 

 

                                                                                    Education Committee


Synopsis of the Doctorate of Physical Therapy Proposal

Presented to the Faculty Senate

Columbia University

By the Program in Physical Therapy

Department of Rehabilitation Medicine, College of Physicians and Surgeons

 

Necessity to Transition to the DPT

                       

1.       Rapid growth of DPT Programs nation-wide in response to a vision statement

passed by the House of Delegates, the governing body of the American Physical Therapy Association in 2000. 

This vision states that by 2020 physical therapy should be provided by physical therapists who are doctors of physical therapy.  Subsequently,  professional educational programs are transitioning from entry level master’s to entry-level doctorate degrees at an accelerated pace.  Today, 59 (29%) of the 202 accredited programs offer the DPT degree.  Another 89 institutions have stated their intention to convert to offering this degree within the next 4 years.  Should all these programs covert as intended, 73% (148) of the current accredited programs would be offering the DPT by 2006.  In order for Columbia to maintain its leadership role in physical therapy education, it is critical for the program to offer the DPT as the entry-level degree. 

 

2.       Change in criteria to meet accreditation standards

Concurrent with Vision 2020, the Commission on Accreditation in Physical Therapy

Education, the profession’s accrediting body, intends to revise its Evaluation Criteria for Physical Therapist Professional Educational Programs.  These criteria which form the basis of accreditation decisions are presently under review.  It is the Commission’s intent to make the criteria more reflective of DPT entry-level education to foster broader educational responsibilities of accredited physical therapy program nation-wide.  Compliance with the new revised standards is planned for 2004.

 

3.    Expectations for enhanced practice as mandated by state licensing boards as physical therapist gain direct access status without physician prescription  

Currently patients and clients have the right to directly access physical therapists for evaluation, examination and intervention in 35 states.  Columbia’s program has always drawn a diverse applicant pool from across the country.  Thus program graduates must be prepared to practice under nationwide licensure requirements.  Transition to the DPT is necessary to better educate the graduate to enter clinical practice able to examine, prognosticate and intervene in the management of impairments, functional limitations and disabilities of the cardiopulmonary, musculoskeletal, neuromuscular and integumentary systems.  These enhanced practice expectations as mandated by state licensing boards have been incorporated into state practice acts, which clearly define the role of the physical therapist. This level of practice inherent in the patient/client management model requires considerable breadth and depth in educational preparation, not easily acquired within the time constraints of the current MSPT program.

 

4.     Loss of market share of qualified applicants

 Based on the rapid transition to entry-level DPT programs as described in (1) above, Columbia’s program is losing its market share in attracting many of the brightest, most motivated applicants.  Of the students who declined Columbia’s offer for admission this year, 62% stated their reason was acceptance into a DPT program.

 

5.          Employment opportunities and professional advancement

The shift to the DPT as the entry-level degree is already influencing the current and anticipated number and type of employment prospects available to physical therapists.  While many practitioners who graduate from DPT programs initially work in clinical staff positions, they report more rapid advancement into management positions and have increased responsibility for the development of new clinical service programs.  Employers believe that those who earn the professional doctoral degree are well suited to advance in clinical practice, as DPT graduates are

better equipped at critical thinking, integration of new information with existing knowledge, have the ability to investigate and communicate about professional matters and to serve as educators and consultants.  Hence Columbia graduates may be at a disadvantage as they enter the practice arena initially as entry-level clinicians and later for professional advancement opportunities.

 

Unique Characteristics of the DPT

           

1.       Enhancement of content hours of didactic and clinical instruction by more than a

1000 to accommodate the acquisition of enhanced knowledge and skills

       necessary for a more autonomous practitioner in today’s health care arena.

 

2.    Sequencing of courses around six domains of learning: Scientific Foundations,   

       Clinical Sciences, Critical Exportation, Health Care Systems and Management, 

       Electives and Clinical Experiences.

 

3.   Development of advanced seminar courses and corresponding electives to meet

      individual needs of students for more focused areas of practice.

 

4.       Completion of a capstone project, as one of two final integrative experiences that

can be clinical, administrative, educational or research specific.

 

5.       Development of a clinical internship model as the second integrative experience of

the curriculum.

 

6.       Curriculum design, which reflects hours of instruction rather than semester credit to afford a more independent learning environment that facilitates the attainment of knowledge and skills.

 

7.       Use of an adult learning pedagogy that focuses on more independent student-directed learning activities and outcomes.

 

8.   Development of a sequential curriculum building upon the knowledge and skills

      mastered in the previous semester.

 

9.       Development of course objectives that illustrate a hierarchy of learning within each semester and throughout the curriculum.

 

10.   Development of courses that reflect a taxonomy of expected student behaviors for the cognitive, psychomotor and affective domains of learning.

 

Expertise of the Faculty

 

The existing core and adjunct faculty have the expertise to teach the proposed curriculum and are ready to transition to admit a charter class of DPT students, fall semester 2003.  Plans to recruit three additional faculty, one per year, during the initial three year offering of the DPT curriculum will ensure a critical mass of master clinicians-academicians-scholars for the program to maintain its leadership role in physical therapy education. 

 

The core faculty is comprised of highly experienced individuals whose primary professional commitment is to Columbia University’s Program in Physical Therapy and whose collective expertise is wide-ranging and impressive in its scope.  Eight of the nine faculty hold doctorates, three have received research awards, one the Lindback Award for Teaching Excellence as well as APTA recognition with the Leadership in Education Award.  The faculty has published in peer-review journals both internal and external to the profession and is sought-after speakers for their content expertise at state and national meetings.  All faculty members have direct responsibility for teaching, student advising and the supervision of independent student learning and critical exploration.

 

Accreditation Approval Required Prior to Admitting the Charter DPT Class

 

Approval by Columbia University and the New York State Education Department is only the first stage in the program’s ability to offer the DPT degree. 

 

The program will need to submit to the Commission on Accreditation in Physical Therapy Education by March 1, 2003, an Application for Approval of Substantive Change (AASC).  This self-study document is used by the Commission for accredited master degree programs in physical therapy seeking approval of a doctoral program to replace the existing master’s.  The information and data submitted in the AASC will be used by the Commission to evaluate Columbia’s proposed DPT program.  The Commission will render its accreditation status decision at its spring meeting in late April 2003.  No students can be admitted in the proposed DPT until Commission approval is forthcoming.


Table 1.  Professional DPT Program Status as of August 6, 2002

Accredited Programs (First graduating class)

Andrews University

Arcadia University (Beaver College)

Arizona School of Health Science

Belmont University

Boston University                

Chapman University

Concordia University

Creighton University

Des Moines University

Duke University

Duquesne University

Elon University

Emory University

Finch University

Hardy Simmons University

Idaho State 

Indiana University

Lorna Linda University

Marquette University

MCP Hahnemann University

MGH Institute of Health Professions

Mt. St. Mary’s College

New York Medical College

New York University

Northern Arizona University

Northwestern University

Oakland University

Pacific University

Regis University  

(2001)

(2002)

(2005)

(2001)

(2005)

(2003)

(2006)

(1996) (2002) (2002)

(2005)

(2005)

(2006)

(2001)

(2005)

(2005)

(2005)

(2001)

(2005)

(2003) (2002) 

(2006)

(2005)

(2001)

(2005)

(2003)

(2005)

(2004)

(2004)

Samuel Merritt College

Shenandoah University                             

Simmons College                                      

Slippery Rock University                          

Temple University                                     

SUNY- Buffalo                                           

SUNY- Stony Brook

University of Colorado

University of Central Arkansas                 

University of Delaware

University of Illinois at Chicago                

University of Indianapolis

University of Maryland - Baltimore

University of Maryland - Eastern Shore

University of Medicine & Dentistry of NJ

University Of Miami                                  

University Of Michigan Flint

University of Minnesota

University of Montana -Missoula

University of Nebraska                                

University of North Dakota

University of Pittsburgh

University of Puerto Rico

University of Puget Sound                          

University Of St. Augustine

University of Southern California               

US Army – Baylor University

Virginia Commonwealth University           

Washington University of St. Louis                                

Widener University                                      

(2006)

(2004) (2002) (1998) (2003) (2004)

(2005)

(2005)

(2003)

(2005)

(2004)

(2005)

(2005)

(2006)

(2003)

(2004)

(2005)

(2005)

(2005)

(2003)

(2005)

(2005)

(2006)

(2004)

(2006)

(1998)

(2005)

(2005)

(2004) (2003)

 

Table 2. State and Regional Programs Offering or Developing the DPT

Region

Accredited DPT

Developing DPT

New York City Area

New York Medical College

New York University

Long Island University

(NY Board of Regents approval Sept. 02)

New York State

SUNY Buffalo

SUNY Stony Brook

 

Connecticut

 

Sacred Heart University

Delaware

University of Delaware

 

Massachusetts

Boston University

MGH Institute of Health Professions

Simmons College

Northeastern University

Springfield College

University of Lowell

New Jersey

UMDNJ

 

Seton Hall University

Pennsylvania

Arcadia University (Beaver College)

Chapman University

Drexel University (MCP Hahnemann)

Duquesne University

Slippery Rock University

Temple University

University of Pittsburgh

Widener University

College of Misericordia

Gannon University

St. Francis University

University of Scranton


Table 3. Statistical Comparison of Educational Characteristics Between Columbia’s

  Proposed DPT and Accredited DPT Programs

Educational Characteristics

Proposed DPT

 

Accredited DPT Programs

Mean        Range

Total Contact Hours

3500

 

1948          1432-2880

Academic Weeks

84

 

81.38

71-96

Total Weeks of Full-Time Clinical Education

38

 

36.75        

24-53

 

 

Table 4. Research I Universities Presently Offering the DPT Degree

Accredited Programs

MGH Institute of Health Professions

   (in conjunction with Harvard School of Medicine)

Duke University

Washington University of St. Louis

University of Southern California

Boston University

Emory University

University of Colorado

University of Miami

 

 

            Table 5. Comparison of the Columbia DPT with DPT Programs Housed in Research I

                          Institutions

Educational Characteristics

Proposed DPT

 

Accredited Programs in

Research I Institutions

Mean        Range

Total Contact Hours

3500

 

2056         1442-2880

Academic Weeks

84

 

81.38

71-81.38

Total Weeks of Full-Time Clinical Education

38

 

36.75        

32-42


Table 6. Courses Found in the MSPT Program which have been Retained, Augmented for the

               DPT and Newly Created DPT Courses by Curricular Component

Curricular

Component

MSPT

Program

MSPT Courses

Retained

MSPT Courses

Augmented

New DPT Courses

Scientific

Foundations

Human Anatomy

Neural Science

Pathology in Internal        

   Medicine

Neurological &

   Orthopedic Disorders

Adult Neurology

Life Span

Kinesiology &          

   Biomechanics

Cardiopulmonary &

   Exercise Physiology

Analysis of Motor  

   Control & Motor

   Learning

Kinesiology &

    Biomechanics

Gross Anatomy

Neuroscience

Movement Science

 

Histology & Pathology

Applied Physiology

Pharmacology

 

 

Clinical

Sciences

Examination &

   Evaluation

PT Procedures

Physical Modalities

Therapeutic Exercise

Prosthetics & Orthotics

Orthopedics I, II

Adult Neurology

Pediatrics

 

 

Examination &

   Evaluation

Prosthetics &

   Orthotics

 

 

Physical Agents & Integumentary  

   Management

PT Interventions I: Therapeutic

   Exercise & Patient Mobility

PT Interventions II: Advanced

   Therapeutic Exercise

PT Management of Orthopedic

   Conditions I, II, III

Advanced Seminar in Orthopedics

PT Management of Adult      

   Neurological Conditions I, II, III

Advanced Seminar in

   Adult Neuro-Rehabilitation

PT Management of

   Pediatric Conditions I, II

Advanced Seminar in

   Pediatrics

PT Management of  

   Cardiopulmonary

   Conditions I, II

Advanced Seminar in 

   Cardiopulmonary PT

Advanced Biomechanics

Health Education & Promotion in 

   PT Practice

Critical Exploration

 

 

 

 

 

 

 

Scientific Inquiry

Research Processes

Thesis Development

Master’s Thesis

 

 

 

 

 

 

 

 

 

 

 

 

Theory & Application in PT Research

Capstone Advisement I, II, III, IV

   & Presentation

Clinical Case Management Seminar I, 

   II, III

Seminar in Evidence-Based Practice

Health Care

Systems &

Management

Psychosocial Aspects of  

   Illness & Disability

PT Management

Teaching Strategies

 

Psychosocial

  Adaptation

   to Illness &

   Disability

Issues & Approaches in Health Policy  

   & Management

PT as an Educator & Consultant

 

Electives

Anatomy Dissection

Clinical & Laboratory  

   Gait Analysis

Diagnostic Imaging for 

   the PT

Women’s Health Issues in 

   PT

Ergonomics & Industrial

   PT

Performance in PT

PT for Athletes

Practicum in Pediatric PT

Selected Topics in

   Orthopedic PT

Seminar in School-Based 

   Pediatric PT

Anatomy 

   Dissection

Diagnostic 

   Imaging for the 

   PT

Women’s Health

   Issues in PT

Ergonomics &

   Industrial PT

Performance in

   PT

Seminar in

   School-Based

   Pediatric PT

Sports Medicine 

   PT

 

Clinical

Experiences

Clinical Seminar I, II, III

Clinical Education I, II,  

   III

Clinical Seminar

   I, II, III

Clinical 

   Education I, II

 

Clinical Internship


Table 7.  Capstone Project Module Descriptions and Examples

Description

Examples

Education Module

The development of a specific content area for a particular audience (entry level students, advanced students/clinicians, consumers, etc.). The educational module topic is selected with the approval of the advisor.  It must be a scholarly synthesis of the theoretical and research literature in a focused area and it must make clinical application to the physical therapy profession. It may take the traditional format of lecture/seminar and laboratory components or a more non-traditional format like video or computer instruction.

“A Therapeutic Exercise Program for ALS patients”

This project entails preparation of an educational packed for health care providers and care givers.

 

 

Clinical Practice Module

 

A clinical practice module describes physical therapy practice in a patient or a group of patients and will take the format of a patient-related case report.  The clinical practice module process should assist the student to develop critical-thinking and problem-solving skills and should support, enhance or cast doubt on a theory underlying physical therapy practice.  The specific patient or group of patients that the student selects for the case report is selected with the approval of the clinical instructor and advisor.  The report can be a prospective, retrospective or a combination case study. 

“Physical Therapy in Huntington’s Disease: Current Perspectives and Case Report.”

This case report highlights a physical therapy intervention program for patients with Huntington’s disease.

Research Module

 

Students perform a research project from review of literature through design, execution and documentation.   The research topic is selected with the approval of the advisor and should be a faculty generated research question.  It may encompass physical therapy topics with relevance to clinical practice, education or administration.  Prior to commencing a research project, all students must obtain the Good Clinical Research Practice certificate and have approval from the IRB. 

“The Effects of an Exercise Program on Diastasis Recti Abdominis in Pregnant Women.”

This study compared the abdominal separation in pregnant women who participated in an abdominal strengthening program to those who did not participate in an exercise program. 

Administration Module

 

The intent of the administration module is to allow the student to focus on furthering their understanding of the physical therapist’s role in administration.  Thus, the student will explore issues of health care delivery, public policy and administration of physical therapy services. 

 “A Cost Benefit Analysis and Business plan for a Proposed Community-based Physical Therapy Practice.”

Students prepare a business plan and cost benefit analysis.


Table 8. A Synopsis of the Major Differences Between the MSPT and DPT Programs

Program Area

MS

DPT

Student Inquiry

Master's Thesis

Capstone Project

Full-time Clinical Education

Experiences

24 weeks

38 weeks

Clinical Internship

Not available

Unique to the program

Advanced Seminars

 

 

Not provided

 

 

Developed to offer the opportunity for clinical specialization

 

Electives

3 elective courses equating to a total of 72 contact hours

3-4 elective courses equating to a total of 82-100 contact hours

Program Length

22 months

33 months

 

 

 

Table 9. Total Amount of Instruction for all Three Years of the DPT

Year

Weeks of

 Instruction

Hours of Instruction

Didactic

Lab

Seminar

Clinical

Total

First Year        (Fall, Spring, Summer)

41

598

339

36

46

1019

Second Year   (Fall, Spring Summer)

47

360

189

108

800

1457

Third Year     (Fall, Spring)

34

192

 

112

720

1024

Total Amount of Program Instruction

122

1150

528

256

1566

3500

 

DPT has 8 semesters totaling 122 weeks (33 months) of instruction that equates to a typical fall and spring 4-year semester calendar.

 

The existing MS program is 5 semesters long totaling 68 weeks (22 months of instruction).

 

Table 10. Comparison of the Curricular Components by Contract Hours

    Between the MSPT and DPT Programs

Curricular Component

MSPT Total

Contact Hours

DPT Total

Contact Hours

Scientific Foundations

336

        410

Clinical Sciences

800

      1098

Critical Exploration

120

        236

Health Care Systems & Management

96

         90

Electives

72

       100

Clinical Experiences

1048

     1566

Total

2472

     3500


Table 11.1. Courses and Hours of Instruction in the First DPT Year.

First Year

Course

Weeks of

 Instruction

Hours of Instruction

Didactic

Lab

Seminar

 Clinical

Total

Fall

 

Anatomy

16

64

64

 

 

128

Neuroscience

16

56

 8

 

 

64

Histology & Pathology

16

32

 

 

 

32

Kinesiology & Biomechanics

16

64

32

 

 

96

Examination & Evaluation

16

32

32

 

 

64

 

 

 

 

 

 

 

Total

 16

248

136

 

 

384

Spring

 

Applied Physiology

16

45

 

 

 

45

PT Interventions I: Patient Mobility and Therapeutic Exercise

16

48

64

 

 

112

PT Management in Cardiopulmonary Conditions I: Cardiac Rehab

16

32

32

 

 

64

PT Management of Cardiopulmonary Conditions II: Pulmonary Rehab

16

32

32

 

 

64

Physical Modalities 

16

48

48

 

 

96

Theory & Application in Physical Therapy Research

16

64

 

 

 

64

Clinical Mentorship I

16

 

 

 

30

30

Total

16

269

176

 

30

475

Summer

 

Movement Science

9

27

 

 

 

27

Pharmacology

9

18

 

 

 

18

PT Interventions II: Advanced Therapeutic Exercise 

9

36

27

 

 

63

Clinical Case Management Seminar I

9

 

 

18

 

18

Clinical Seminar I

9

 

 

18

 

18

Clinical Mentorship II

9

 

 

 

16

16

Total

9

81

27

36

16

160

 

 

Total Amount of Instruction - First Year

41

598

339

36

46

1019

 

Note: The nine and 16-week academic semesters include the final examination week. 
Table 11.2. Courses and Hours of  Instruction in the Second DPT Year.

Second Year

Course

Weeks of

 Instruction

Hours of Instruction

Didactic

Lab

Seminar

Clinical

Total

Fall – Part A: 10 weeks

 

 

Clinical Experience I

10

 

 

 

400

400

Fall – Part B

 

 

 

 

 

 

PT Management of Orthopedic Conditions I

9

 36

27

 

 

63

PT Management of Adult Neurological Conditions I

 

9

27

18

 

 

45

PT Management of Pediatric Conditions I

9

36

18

 

 

54

Clinical Case Management Seminar II

9

 

 

18

 

18

Capstone Project Advisement I

9

 

 

18

 

18

Subtotal

9

99

63

36

400

198

Total

 19

99

63

36

400

598

Spring – Part A

 

 

PT Management of Orthopedic Conditions II

9

36

27

 

 

63

PT Management of Adult Neurological Conditions II

 9

27

18

 

 

45

PT Management of Pediatric Conditions II

 9

36

18

 

 

54

Prosthetics & Orthotics (2/2)

 9

18

18

 

 

36

Capstone Project Advisement II

 9

 

 

18

 

18

Elective: 1 required to be taken either during spring A or B, 2nd optional

 

18

 

 

 

18

Subtotal

           9

135

81

18

 

234

                                                                          

 

 

 

 

 

 

Spring – Part B

 

 

 

 

 

 

 

 

PT Management of Orthopedic Conditions III

9

36

27

 

 

63

PT Management of Adult Neurological Conditions III

9

27

18

 

 

45

Health Education & Promotion in PT Practice

9

27

 

 

 

27

Psychosocial Adaptation to Illness & Disability 

9

18

 

 

 

18

Clinical Case Management seminar III

9

 

 

18

 

18

Capstone Project Advisement III

9

 

 

18

 

18

Clinical Seminar II

9

 

 

18

 

18

Elective:1 required to be taken either during  spring A or B, 2nd optional

9

18

 

 

 

18

Subtotal

9

126

45

54

 

225

 

 

 

 

 

 

 

Summer: 10 weeks

 

 

Clinical Experience II

10

 

 

 

 400

400

Subtotal

10

 

 

 

400

400

 

 

 

Total Amount of Instruction – Second Year

47

360

189

108

800

1457

 

 

 

 

Table 11.3. Courses and Hours of Instruction in the Third DPT Year

Third Year

Course

Weeks of

 Instruction

Hours of Instruction

Didactic

Lab

Seminar

Clinical

Total

Fall

 

 

Issues & Approaches in Health Policy & Management

16

48

 

 

 

48

Advanced Biomechanics: Clinical & Laboratory Gait Analysis

8

24

 

 

 

24

Education & Consultation in Physical Therapy

8

24

 

 

 

24

Evidence Based Practice

16

32

 

 

 

32

Specialty Seminars

(student selects 1 of the following)

Advanced Seminar in Orthopedics

Advanced Seminar in Adult Neuro Rehab

Advanced Seminar in Pediatrics

Advanced Seminar in Cardiopulmonary

16

 

 

48

 

48

Clinical Seminar III

16

 

 

32

 

32

Capstone Advisement III & Presentation

16

 

 

32

 

32

Electives: 2 required

16

64

 

 

 

 

64

Total

16

192

 

112

 

304

Spring: 18 weeks

 

Clinical Internship

18

 

 

 

720

720

Total

18

 

 

 

720

720

 

 

Total Amount of Instruction – Third Year

34

192

 

112

720

1024