Direct entry doctorate in physical therapy programs

Learn More. The practice of physical therapy is quickly advancing and moving into new realms. This is an exciting period of growth and development in our profession, and the changes in health care delivery, social demographics, and globalization of health care are perfect opportunities for physical therapists to take on new and emerging roles in our health care system and to provide leadership in the field.

Physicians and surgeons, chiropractors, dentists and dental surgeons, podiatrists, optometrists, naturopaths, and veterinarians all require a doctoral degree for entry to practice.

Common themes that have been identified across these professions include autonomy in practice, knowledge of research, a specific number of credit hours required for the programme, and a specific number of clinical hours required. Some professional programmes also require that the student complete a residency prior to full licensure. In the United States, the American Physical Therapy Association has mandated that all programmes for physical therapy be at the doctoral level by , and of physical therapy programs have already transitioned to the DPT.

In Europe, there are currently no clinical doctorate programs in physiotherapy. Although there are some who argue that a doctoral degree would acknowledge the rigorous academic training and advanced clinical skills already possessed by our current graduates, others question whether the issues facing the physical therapy profession today and in the future can be solved by entry-level doctoral programmes. Threlkeld et al. Although these were primarily discussed with reference to the US system of health care and education, much of the framework is readily applicable in Canada.

Societal needs include the changing demographics of our population, such as ageing and increased immigration; delivery of culturally sensitive health care; and the explosion of research in genomics and its influence on health. Finally, internal issues were defined as those within the professional programme itself, for example, whether programme faculty support a transition to a higher-level degree, whether the outcomes for the degree match the curricular goals, and whether the students have expectations and meet outcomes consistent with those of a doctoral degree.

Perhaps the most important conclusion to be drawn from examining this framework is that a broad range of stakeholders needs to be involved in the discussion of entry-level doctoral programmes. These stakeholders include, but are not limited to, physical therapy clinicians, health professional colleagues, members of the public, health care policy makers, hospital administrators, academic leaders within the university, members of regulatory boards, physical therapy educators, and researchers.

The unique views of each of these stakeholder groups on the impact of the DPT will deepen our understanding of critical issues and provide the foundation for discussion.

Many of the arguments for and against moving toward the DPT credential have been well described in the physical therapy literature, as well as in the literature on other health professions. Physical therapy would be recognized by our colleagues and by the public as a truly autonomous profession. Because new graduates are often required to work in autonomous positions, where there is little opportunity for mentoring, we need to prepare our graduates for autonomous, direct-access practice at the entry level.

The presence of multiple degrees for the same profession can also lead to confusion, especially among our colleagues and administrators, who may not be aware of the difference between an entry-level doctorate and an advanced degree, such as a PhD research based or a post-professional doctoral degree.

The public may confuse a doctor of physical therapy with a medical doctor. The changing clinical environment requires a higher level of knowledge and skills upon entry to the profession e. Many of these areas are already included in curricula, but this is not recognized in the form of a terminal degree, as is the case in other health professions with entry-level doctoral degrees.

A doctoral programme would offer a greater number of clinical internship hours, either within the programme or as a residency, thereby improving patient care and the interaction skills of new graduates.

There is some evidence to suggest that PTs with advanced degrees are less likely to move into rural health care positions. Doctoral-level graduates would be more likely to continue to develop our own science and evidence base.

It has been shown that students to whom a doctoral title is important are also more likely to be interested in taking on academic positions in the future. Changing the entry-level credential may have an impact on employment. A doctoral level of education may be associated with an increase in salary and result in fewer jobs' being available for physical therapists.

Health care administrators may be more likely to hire rehabilitation assistants or clinical kinesiologists to provide services traditionally offered by physical therapists. This may also relegate the physical therapist to a primarily evaluative or administrative role, leaving hands-on therapy to assistants.

The current physical therapy curriculum already has the academic rigour of a clinical doctorate degree. We are not recognizing the current degree requirements at the proper level. A higher degree credential may represent a further obstacle to foreign-trained physical therapists seeking to enter the Canadian workforce, as most countries do not currently provide doctoral-level degree programmes in physical therapy.

Cost consists of program tuition cost per term times number of terms as well as any applicable University and degree-specific fees. Students can also take advantage of our tuition lock program. Average over and The program requires seven terms of study, including 36 weeks of supervised clinical practice. This full-time cohort program begins each fall term. Please note the GRE is not required, and there is no supplemental application.

In order to be eligible for invite to the admission interview:. Verification involves some processing time, so it is in your best interest to submit all materials as early as possible to ensure your complete, verified application is available for us to review.

However, such grades do not impact GPA calculation. Students will not be required to verify their interview or research experiences. This course provides in-depth study of normal human physiologic mechanisms with special application to exercise. Topics include: protein synthesis, cell communication, and energy metabolism; neuromusculoskeletal, cardiovascular, respiratory, digestive, renal, immune and endocrine systems; and exercise prescription, health promotion, and wellness.

Students will participate in comprehensive fitness assessments during laboratory sessions. This course will provide in-depth preparation required to perform the examination, evaluation, and management of musculoskeletal conditions commonly encountered in physical therapy practice. The course includes the physical therapy diagnostic process, including differential diagnosis and development of evidence-based physical therapy plans of care.

This course introduces the novice professional student to the roles of the physical therapist as a professional, a communicator, and as a scholar. There is a heavy emphasis on patient-practitioner communication skills, especially during the patient interview. Fundamentals of evidence-based practice help students embrace the role of scholarly clinician. View Full Curriculum. Download Full Curriculum pdf. Graduates of the DPT Program must have the knowledge and skills to function in a variety of clinical settings and to render a wide spectrum of patient care.

Thus, certain skills and abilities must be demonstrated in order to successfully complete both the didactic and clinical components of the curriculum with or without reasonable accommodations, regardless of disability status. The technical standards outlined below describe specific expectations for student performance in didactic and clinical environments. Inherent in these expectations is providing patient care within a time frame appropriate to the context of care.

Individuals must be able to pass assessments throughout their course of study. At any time while enrolled in the DPT Program, if a student is having difficulty meeting the standards, the student must inform the Program Director at that time.

After consultation, if it is deemed the student is in need of academic accommodations, they can contact the OAAR. To perform the essential functions of a physical therapist and succeed in the Doctor of Physical Therapy Program, the student must demonstrate abilities and skills including but not limited to those listed the five areas below:. With or without reasonable accommodations, the student must demonstrate adequate sensory skills to:. With or without reasonable accommodations, the student must demonstrate adequate communication skills to:.

With or without reasonable accommodations, the student must demonstrate adequate psychomotor skills to:. With or without reasonable accommodations, the student must demonstrate adequate intellectual and cognitive skills to:. With or without reasonable accommodations, the student must demonstrate adequate behavioral and affective skills to:.

Disability self-identification is voluntary and confidential. Chatham University offers reasonable accommodations for qualified, eligible students with disabilities. Please contact our Disability Support Services at or visit the OAAR website for information regarding documentation guidelines. Students complete a total of 40 weeks of clinical education in a variety of settings such as hospitals, outpatient clinics, skilled nursing facilities, school settings, and rehab centers.

More than , physical therapists are licensed in the U. Licensed therapists work in hospitals, sports medicine facilities, acute care, long-term care, rehabilitation centers, pediatric facilities, and more.

Join One of the Fastest Growing Professions. All on-campus undergraduate students receive an iPad with access to over apps. Students work with a life coach to leverage their strengths and personalize their education.

Average class size is