1. Faculty

The faculty has been listed, first and foremost, on Year I, Year II and Year III exit interviews.  They have been described as “knowledgeable professors that care about students’ learning experiences, their openness, the feeling of family that out-weights the difficulty of the curriculum”.

2. Sequencing of courses around the 7 domains of learning.

3. Development of advanced seminar courses, electives and the capstone project to meet individualized needs of students for more focused areas of practice.

4. Resources of the Medical Center

5. White Coat Ceremony

“It made me feel like I am entering a noble society of health professionals”.  “It was a wonderful event which made me feel good about my choice to enter this profession and school”. These comments typify the reactions of Year I students who participate in this ceremony in the spring of Year I.  The White Coat is a “rite of passage” for the first year students, inspired by The Arnold P. Gold Foundation, in recognition of the importance of fostering humanism in health care.  Before family, significant others, friends, faculty and honored guests, students are donned into a white coat, which gives tacit acknowledgement of the students’ beginning transition into a competent clinician.  It is a personally delivered gift of faith, confidence and compassion and the belief in the students’ ability to carry on the honorable tradition of physical therapy.

6. Mentorship Program

“This hands on experience and the variety of patients I saw was amazing.  It made me feel comfortable in an acute care setting and it was what I needed before starting my first clinical rotation”. “It exceeded my expectations because I wasn’t just observing, I was actually able to treat patients. I got experience reading charts and coming up with treatments on the spot which I know will serve me well in my clinical affiliation”.  “What a wonderful opportunity to be guided by a practicing clinician. I also enjoyed being challenged in terms of thinking what I would do with respect to patient interventions.  I am no longer fearful of embarking on my first clinical experience. I am looking forward to it”.  These comments were taken from the Student Evaluation of the Mentorship.  This program occurring in the fall semester of the second year of study, provides students with the opportunity to practice clinical skills in a variety of direct patient environments under the supervision of licensed physical therapists.  The experience was designed to foster self-confidence in early clinical skill development and is a precursor to the first clinical education experience, which immediately follows the Mentorship.

7. Internship Model

This experience is the pinnacle of the clinical education progression, which occurs during the spring semester of the final year of study.  The internship gives each student the opportunity to hone advanced clinical practice skills, in a specialty area, under the tutelage of a seasoned clinician. A primary goal of the internship is to expose students to the continuum of care in a chosen specialty track. The sequence of clinical experiences was designed to facilitate students’ development from novice to entry-level practitioner

8. A curriculum that reflects hours of instruction to afford a more independent learning environment.

9. Adult learning pedagogy that focuses on student directed learning activities and questions.

10. Sequential curriculum

Courses are designed to progress from simple knowledge to complex integration and application involving critical thinking and clinical decision-making.

11. Course objectives that illustrate a hierarchy of learning with each semester and throughout the curriculum. 

12. Development of courses that reflect taxonomy of expected student behaviors in the cognitive (knowledge), psychomotor (skills) and affective (attitudes and values) domains of learning.

13. Option to take Medical Spanish during Summer I.

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