Doctor of Physical Therapy
DPT Program
This section of the Student Handbook describes academic policies and procedures that are specific to the Doctor of Physical Therapy (DPT) program. Student policies that are common to the School of Health Professions are provided at the following website address: https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx
Accreditation
The Doctor of Physical Therapy program at the Texas Tech University Health Sciences Center is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, Virginia 22314: telephone: 703-706-3245; email: accreditation@apta.org; If needing to contact the program/institution directly, please call 806-743-4525 or email kerry.gilbert@ttuhsc.edu.
Information about accreditation standards, compliance, and other information, including mechanisms for filing a complaint can be obtained by contacting CAPTE directly.
Vision Statement
The Doctor of Physical Therapy program at TTUHSC will be nationally recognized for excellence in education, scholarship and service to the community and physical therapy profession.
Mission Statement
The mission of the Doctor of Physical Therapy (DPT) program at Texas Tech University Health Sciences Center is to educate students to be autonomous, evidence-based practitioners who improve the health of people through the application of their clinical skills, collaboration with other health care professionals, and commitment to life-long learning and community service.
Goals
Goal #1: Education
The TTUHSC Doctor of Physical Therapy program will educate students to possess exceptional knowledge, competency and patient/client management skills.Objectives for Goal #1
- Upon completion of the DPT program, students will:
- demonstrate high-level professional behavior and pursue life-long learning to maintain competency in a rapidly evolving knowledge environment.
- demonstrate high-level clinical competencies, with skills and judgment, incorporating evidence-based practices to maximize patient efficacy.
- Each graduating class will achieve a first-time pass rate on the National Physical Therapy Exam of at least 90%, and will surpass state and national first-time pass rates.
Goal #2: Scholarship
The TTUHSC DPT program faculty will have a strong commitment to scholarship.Objectives for Goal #2
- Each DPT faculty member will produce an average of at least one scholarly work per two years (e.g., peer reviewed publication, conference presentation, published abstract, etc.).
- Each DPT program faculty member will submit a detailed scholarship plan as part of their annual appraisal.
Goal #3: Service
The TTUHSC DPT program faculty, students and graduates will provide leadership and service in healthcare and in the profession.Objectives for Goal #3
- All DPT program faculty will provide service to the university, community and/or professional service organizations.
- The majority of DPT program faculty who possess a clinical license will provide clinical care within the scope of the School of Health Professions clinical practice income plan.
- The majority of DPT program students and all clinical faculty will be members of the American Physical Therapy Association.
- The majority of DPT students and graduates will participate in professional and/or community health service activities during their tenure as students.
The following resources are used to measure the level of achievement for the desired outcomes established for our program: 1) "Generic Abilities Advising" form; 2) Physical Therapy Manual Assessment of Clinical Skills (PT MACS), Clinical Experience and Internship Evaluations 3) Licensure Board pass rates (NPTE-FSBPT); 5) Graduate surveys; 6) Student surveys; 7) Employer surveys; 8) Job placement rates; and 9) Faculty developed rubrics and evaluative tools.
Licensure Requirements
Graduates of the TTUHSC DPT program are qualified to sit for the national licensure examination for the physical therapist administered by the Federation of State Boards of Physical Therapy (FSBPT). Successful completion of the licensure examination is required for an individual to be licensed as a physical therapist in a state. Additional licensure requirements for physical therapists vary from state to state, according to practice acts and state regulations that govern the practice of physical therapy. A felony conviction may affect a graduate's ability to sit for the certification examination or attain state licensure. Students are encouraged to check with the state board for more information regarding any prior convictions as they relate to physical therapy licensure.
Physical Therapy Code of Ethics
Preamble
The Code of Ethics for the Physical Therapist (Code of Ethics) delineates the ethical obligations of all physical therapists as determined by the House of Delegates of the American Physical Therapy Association (APTA). The purposes of this Code of Ethics are to:- Define the ethical principles that form the foundation of physical therapist practice in patient/client management, consultation, education, research, and administration.
- Provide standards of behavior and performance that form the basis of professional accountability to the public.
- Provide guidance for physical therapists facing ethical challenges, regardless of their professional roles and responsibilities.
- Educate physical therapists, students, other health care professionals, regulators, and the public regarding the core values, ethical principles, and standards that guide the professional conduct of the physical therapist.
- Establish the standards by which the American Physical Therapy Association can determine if a physical therapist has engaged in unethical conduct.
No code of ethics is exhaustive nor can it address every situation. Physical therapists are encouraged to seek additional advice or consultation in instances where the guidance of the Code of Ethics may not be definitive.
This Code of Ethics 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 the multiple realms of ethical action (individual, organizational, and societal). Physical therapist practice is guided by a set of seven core values: accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility. Throughout the document the primary core values that support specific principles are indicated in parentheses.
Unless a specific role is indicated in the principle, the duties and obligations being delineated pertain to the five roles of the physical therapist. Fundamental to the Code of Ethics is the special obligation of physical therapists to empower, educate, and enable those with impairments, activity limitations, participation restrictions, and disabilities to facilitate greater independence, health, wellness, and enhanced quality of life.
Principles:
Principle #1: Physical therapists shall respect the inherent dignity and rights of all individuals. (Core Values: Compassion, Integrity)1A. Physical therapists shall act in a respectful manner toward each person regardless of age, gender, race, nationality, religion, ethnicity, social or economic status, sexual orientation, health condition, or disability.1B. Physical therapists shall recognize their personal biases and shall not discriminate against others in physical therapist practice, consultation, education, research, and administration.
Principle #2: Physical therapists shall be trustworthy and compassionate in addressing the rights and needs of patients/clients. (Core Values: Altruism, Compassion, Professional Duty)2A. Physical therapists shall adhere to the core values of the profession and shall act in the best interests of patients/clients over the interests of the physical therapist.2B. Physical therapists shall provide physical therapy services with compassionate and caring behaviors that incorporate the individual and cultural differences of patients/clients.2C. Physical therapists shall provide the information necessary to allow patients or their surrogates to make informed decisions about physical therapy care or participation in clinical research.2D. Physical therapists shall collaborate with patients/clients to empower them in decisions about their health care.2E. Physical therapists shall protect confidential patient/client information and may disclose confidential information to appropriate authorities only when allowed or as required by law.
Principle #3: Physical therapists shall be accountable for making sound professional judgments. (Core Values: Excellence, Integrity)3A. Physical therapists shall demonstrate independent and objective professional judgment in the patient's/client's best interest in all practice settings.3B. Physical therapists shall demonstrate professional judgment informed by professional standards, evidence (including current literature and established best practice), practitioner experience, and patient/client values.3C. Physical therapists shall make judgments within their scope of practice and level of expertise and shall communicate with, collaborate with, or refer to peers or other health care professionals when necessary.3D. Physical therapists shall not engage in conflicts of interest that interfere with professional judgment.3E. Physical therapists shall provide appropriate direction of and communication with physical therapist assistants and support personnel.
Principle #4: Physical therapists shall demonstrate integrity in their relationships with patients/clients, families, colleagues, students, research participants, other healthcare providers, employers, payers, and the public. (Core Value: Integrity)4A. Physical therapists shall provide truthful, accurate, and relevant information and shall not make misleading representations.4B. Physical therapists shall not exploit persons over whom they have supervisory, evaluative or other authority (e.g., patients/clients, students, supervisees, research participants, or employees).4C. Physical therapists shall discourage misconduct by healthcare professionals and report illegal or unethical acts to the relevant authority, when appropriate.4D. Physical therapists shall report suspected cases of abuse involving children or vulnerable adults to the appropriate authority, subject to law.4E. Physical therapists shall not engage in any sexual relationship with any of their patients/clients, supervisees, or students.4F. Physical therapists shall not harass anyone verbally, physically, emotionally, or sexually.
Principle #5: Physical therapists shall fulfill their legal and professional obligations. (Core Values: Professional Duty, Accountability)5A. Physical therapists shall comply with applicable local, state, and federal laws and regulations.5B. Physical therapists shall have primary responsibility for supervision of physical therapist assistants and support personnel.5C. Physical therapists involved in research shall abide by accepted standards governing protection of research participants.5D. Physical therapists shall encourage colleagues with physical, psychological, or substance related impairments that may adversely impact their professional responsibilities to seek assistance or counsel.5E. Physical therapists who have knowledge that a colleague is unable to perform their professional responsibilities with reasonable skill and safety shall report this information to the appropriate authority.5F. Physical therapists shall provide notice and information about alternatives for obtaining care in the event the physical therapist terminates the provider relationship while the patient/client continues to need physical therapy services.
Principle #6: Physical therapists shall enhance their expertise through the lifelong acquisition and refinement of knowledge, skills, abilities, and professional behaviors. (Core Value: Excellence)6A. Physical therapists shall achieve and maintain professional competence.6B. Physical therapists shall take responsibility for their professional development based on critical self-assessment and reflection on changes in physical therapist practice, education, healthcare delivery, and technology.6C. Physical therapists shall evaluate the strength of evidence and applicability of content presented during professional development activities before integrating the content or techniques into practice.6D. Physical therapists shall cultivate practice environments that support professional development, life-long learning, and excellence.
Principle #7: Physical therapists shall promote organizational behaviors and business practices that benefit patients/clients and society. (Core Values: Integrity, Accountability)7A. Physical therapists shall promote practice environments that support autonomous and accountable professional judgments.7B. Physical therapists shall seek remuneration as is deserved and reasonable for physical therapist services.7C. Physical therapists shall not accept gifts or other considerations that influence or give an appearance of influencing their professional judgment.7D. Physical therapists shall fully disclose any financial interest they have in products or services that they recommend to patients/clients.7E. Physical therapists shall be aware of charges and shall ensure that documentation and coding for physical therapy services accurately reflect the nature and extent of the services provided.7F. Physical therapists shall refrain from employment arrangements, or other arrangements, that prevent physical therapists from fulfilling professional obligations to patients/clients.
Principle #8: Physical therapists shall participate in efforts to meet the health needs of people locally, nationally, or globally. (Core Values: Social Responsibility)8A. Physical therapists shall provide pro bono physical therapy services or support organizations that meet the health needs of people who are economically disadvantaged, uninsured, and underinsured.8B. Physical therapists shall advocate to reduce health disparities and health care inequities, improve access to health care services, and address the health, wellness, and preventive health care needs of people.8C. Physical therapists shall be responsible stewards of health care resources and shall avoid over-utilization or under-utilization of physical therapy services.8D. Physical therapists shall educate members of the public about the benefits of physical therapy and the unique role of the physical therapist.
Student Physical Therapy Association (SPTA)
The purpose of the SPTA structure is to provide a means of addressing the external interactions and professional development of the entire student body of the physical therapy program at the Texas Tech University Health Sciences Center. The SPTA shall provide leadership in representing the program at the School, University, local, state and national levels. Emphasis is on establishing a foundation for life-long professional development through involvement in the APTA, community service activities and educational programs. Students are responsible for any and all fees and costs associated with membership, and participation is voluntary. The SPTA must also abide by the registration of student organizations policies listed in the TTUHSC Student Handbook. Student activity in other student organizations, including but not limited to: Student Orthopedic Manual Physical Therapy Association (SOMPTA), Student Neurological Physical Therapy Association (SNPTA); Student Pediatric Physical Therapy Association (SPPTA), is encouraged and participation should follow the same conduct code.
Professional Development / Academic Advising
Professional development, including academic advising, is an important part of each student's experience throughout the TTUHSC DPT Program, beginning at orientation. The Professional Development Portfolio is designed to encouraged exposure to various professional development opportunities including: scholarly excellence, personal/professional integrity, professional responsibility, and social responsibility. As a part of the professional development program, each student is paired with a mentor/advisor. Each student meets with his or her mentor/advisor periodically, at the initiation of the student, faculty advisor or program director. A student who receives a Mid-Term Academic Warning Letter or an Academic Probation Letter is encouraged to meet with his or her faculty advisor. Professional Development meetings typically occur on a semester basis and allow the faculty mentor/advisor to guide students as they develop both academically and professionally. A standardized advising tool (modified Generic Abilities) is used to encourage self-assessment/assessment for the student. This tool creates a framework for students and advisors to discuss the student's progression through the DPT program as well to foster development of professional behaviors. Students are encouraged to communicate openly with their faculty advisor whenever the need arises.
Dress Code
Members of the faculty and staff have the authority and responsibility to maintain reasonable standards of student dress and grooming within their respective classrooms, laboratories, offices, and other areas of public presentations. The dress code reflects professional integrity and the special needs of individual classes. Professional dress is expected of students at all times. At the discretion of the faculty, more casual attire may be worn to lecture and laboratory classes as warranted. As a part of professional dress, and in compliance with TTUHSC Operating Policy (76.02), students of the TTUHSC DPT program are required to wear or produce if requested, their student identification (ID) badge at all times while on TTUHSC campuses, and an approved ID badge during Clinical Experiences and Internships.
Since TTUHSC is a public institution in which patients and visitors are present, standards of dress should reflect good judgment. Attention to safety standards and professionalism is important. Casual attire is not appropriate for educational activities that occur off-campus. For clinical observations and Clinical Experience and Internships, information regarding specific dress codes of the clinical sites will be provided by the clinical coordinator.
Essential Functions / Technical Standards
The Doctor of Physical Therapy (DPT) program
at Texas Tech University Health Sciences Center (TTUHSC) is a rigorous and
intense educational program that places specific professional, intellectual,
physical, and social requirements and demands on its students. An objective of the
TTUHSC DPT program is to prepare graduates to enter a variety of employment
settings and to render care to a broad spectrum of individuals with physical
and psychosocial impairments. The essential functions set forth by the DPT
program establish the functional capabilities considered necessary for students
admitted to this program to achieve the knowledge, skills, and competencies for
entry-level practice. The ability to meet these essential functions is required
for admission to the DPT program and must be maintained throughout the time a
student is enrolled. These essential functions are subject to amendment based
on changes in health care/physical therapy scope of practice. Applicants to the TTUHSC DPT program will be
required to verify that they understand and meet these essential functions, or
that they believe that with reasonable accommodations they can meet the essential
functions. In keeping with applicable federal and state
law regarding disabilities, we are committed to making reasonable
accommodations for students with disabilities to enable them to perform
successfully in our program. Any student with a disability who is accepted to
the DPT program must contact the 504 coordinator(s) in the TTUHSC Office of
Student Services as soon as possible. The coordinator(s) will evaluate the
student, confirm that the stated condition qualifies as a disability under
applicable laws, and work with the program to determine reasonable
accommodations. There are two separate and distinct components
in the curriculum for the DPT program: 1) didactic (classroom) component; and 2)
clinical component. Accommodations in place for the didactic component may not
be available during the clinical component of the curriculum. To successfully complete the didactic and
clinical portions of the TTUHSC DPT program, a student must meet the following
essential functions: - Observe a patient using visual, auditory, and
palpatory sensory systems as a component of providing safe and effective
patient care.
- i.Sufficient vision is required to perform components of patient assessment and intervention including (but not limited to) accurate review and interpretation of medical records, observation of patient behaviors and movement, patient inspection, and cadaveric dissection
- ii.Sufficient auditory function is required to perform components of patient assessment and intervention including (but not limited to) accurate auscultation and interpretation of sounds from the pulmonary, cardiovascular, gastrointestinal, and musculoskeletal systems.
- iii. Sufficient tactile sensation is required to perform components of patient assessment and intervention including (but not limited to) accurate palpation and discernment of muscles, bones, joints, lymph nodes, and other subcutaneous or internal structures.
- Accurately monitor, through both visual and auditory modalities, materials and equipment used for assessment and treatment of patients.
Note: Participation in the DPT program requires the
successful completion of a gross anatomy course, which includes extensive
hands-on dissection of human cadavers.
Additionally, labs are taught in a co-educational environment, and
students are required to practice observation and intervention skills on individuals
of both sexes, as well as all body types and genders. In order to simulate patients for assessment
and interventions, students are often required to dress in shorts and
t-shirts/sports bras to allow appropriate visualization or palpation.2. Communication
- Recognize and accurately interpret verbal (oral and written) and non-verbal (facial expression, body language, etc.) communication for the provision of safe and effective patient care.
- Communicate
professionally (orally and in writing) as required for course work and
clinical placements to ensure safe and effective patient care.
- Communicate efficiently (orally
and in writing) in order to meet academic and clinical productivity requirements
in assigned tasks, patient care, and documentation.
3. Psychomotor Skills
- Demonstrate sufficient strength
and coordination to stabilize and/or move both oneself and
patients/subjects in 3-dimensional space for activities including (but
not limited to) bed mobility, transfers, locomotion, ambulation, and
joint mobilizations safely and effectively.
- Demonstrate sufficient fine
motor coordination for safe and effective hands-on patient assessments
and interventions as well as for the manipulation of the environment,
materials, and equipment involved in patient care.
- Sustain
necessary physical activity level required for classroom and clinical activities
during the defined workday.
- Demonstrate
safe and effective application of knowledge and behaviors as they relate
to clinically relevant motor skills.
- Use technology to meet
requirements of coursework and clinical placements (e.g., computer skills
including but not limited to internet access, word processing, and
spreadsheet programs, learning management systems, and electronic health
records).
- Access
transportation for timely attendance to academic courses and clinical
placements.
- Comprehend,
integrate, analyze, and synthesize a large body of information in a reasonable
period of time.
- Read,
comprehend, record, and interpret information accurately from patient/caregiver
interviews, patient records, diagnostic tests, and equipment to ensure safe
and effective patient interactions.
- Comprehend and accurately
interpret the spatial relationships of 3-dimensional structures.
- Demonstrate the ability and
willingness to self-assess academic and clinical skill performance.
5. Social Behavioral Skills
- Demonstrate
respect for all persons (including respect for differences in age, sex, gender,
race, nationality, religion, ethnicity, social or economic status,
lifestyle, health or disability status, or learning style) during academic
and clinical interactions.
- Develop mature, sensitive, and
effective professional relationships with individuals in academic and
clinical settings.
- Demonstrate
flexibility and the ability to adjust to changing situations and
uncertainty in academic and clinical situations, including the ability to
tolerate taxing workloads and to function effectively under stress.
- Conduct
oneself in an ethical and legal manner, demonstrating honesty, integrity,
and professionalism in all interactions and situations.
Philosophy of Clinical Education
All academic preparation is directed towards the acquisition of the knowledge, entry-level skills and attitudes necessary for the practice of physical therapy. Clinical education is an intrinsic part of the preparation process. For this reason, extensive integration of classroom learning with experiences in the clinical settings must occur. This integration develops in two environments: (i) on site classroom preparation (with or without labs) and (ii) offsite clinical education sites (application of clinical skills). Students are offered full-time clinical experiences (hereinafter referred to as simply "clinical education") allowing them the opportunity to integrate their didactic work with clinical skills. Academic course work introduces the student to a variety of specialties within the field of physical therapy. Because physical therapists serve diverse patient populations in a variety of settings, it is important for students to have opportunities to develop a wide range of entry-level competencies in clinical experiences emphasizing foundational skills, musculoskeletal and adult neurorehabilitation, as well as specialty areas such as pediatrics and cardiopulmonary. The DPT program is responsive to the needs of the medically under-served rural areas of West Texas, as well as urban sites. The selection of clinical education sites is designed to meet the special needs of this area. The DPT program is active in the development of high-quality clinical education sites and Clinical Experience clinical instructors in this region. The TTUHSC educates DPT graduates to meet the needs of under-served areas of West Texas, by providing continuing education to clinical educators of the West Texas area and by providing students with a diverse clinical education background. In the selection of clinical sites, the quality of patient care and the enthusiasm and expertise of the staff for working with students are more important than the size of the department or center. Physical therapists need to function as an integral part of the health care team, so an interdisciplinary approach is important.
General Information about Clinical Education and Clinical Experience Courses
The student is responsible for all costs associated with clinical education courses, including transportation, housing, meals, criminal background checks, drug screens, personal health insurance, uniforms, and other incidental expenses. Students must pass a Criminal Background Check in order to participate in clinical education. Students may be required to pass a Drug Screening prior to participation in clinical education at some facilities.
The Clinical Education component of the TTUHSC DPT Program consists of six educational courses designed to prepare and expose the student to a variety of applied settings in physical therapy:
- Communication and Clinical Education (HPPT 8120) - introduces the student to clinical education including communication strategies and the grading criteria for Clinical Experience courses.
- Clinical Experience 1 (HPPT 8222) - takes place in the Summer semester of the second year. This four-week, full-time clinical experience may occur in any setting and is focused to provide the student an opportunity to experience patient interaction and develop professional behaviors and communication skills.
- Clinical Experiences 2-5 (HPPT 8453; HPPT 8455; HPPT 8456; HPPT 8458, respectively) - are all eight-week, full-time clinical experiences. These experiences occur during the last two semesters of the curriculum and include inpatient and outpatient experiences. Clinical areas will include Inpatient Physical Therapy practice with a focus on foundational skills (acute care, inpatient rehabilitation, skilled nursing, long-term acute care hospital, etc), Outpatient Musculoskeletal Physical Therapy practice, and may include pediatrics, cardiopulmonary, women's health, and sports experience and neuromuscular rehabilitation as well. These experiences may be completed in any order.
- Through these clinical education courses, students integrate patient evaluation and management skills and develop entry-level competency in essential skills. The student has the opportunity to develop advanced competencies beyond entry-level where applicable.
Physical therapy facilities that have physical therapy clinical education agreements with TTUHSC may be used for DPT clinical education. Students select clinic sites utilizing information provided by the facilities and input from the Director of Clinical Education and Assistant DCEs, considering their personal educational goals and objectives, as well as their financial and family needs. Detailed information for selection procedures is provided during the first Spring semester of the first year of study. The PT MACS (Physical Therapist Manual for the Assessment of Clinical Skills) is the clinical performance evaluation tool used during the clinical education portion of the TTUHSC DPT curriculum in order to provide a:
- competency-based assessment tool for the student.
- communication tool between the clinical education site and the academic program.
- communication tool between the student and the Clinical Experience and Clinical Internship clinical instructor.
- framework for and encourage student self-evaluation.
Selection of clinical education course clinic sites by TTUHSC DPT students is considered to be a privilege. The TTUHSC DPT Director of Clinical Education specifically reserves the right not to approve a student's selection of any clinical education course clinic site, and further, reserves the right to place the student in a clinical site selected by the Director of Clinical Education or not allow a student to enroll in a clinical education course. Reasons for not allowing the student to enroll in a clinical education course, or to place a student at a specific clinical site, can include, but are not be limited to, the following. If the student:
- is on Academic Probation.
- has previously displayed unprofessional behavior that resulted in counseling using the Generic Abilities.
- received a "below expectations" rating for the level of education and training on the PT MACS clinical evaluation instrument that is used by clinical education clinical instructors.
- has exhibited unprofessional conduct in classroom, laboratory or clinical settings (with professional behavior defined within the framework of the Generic Abilities and PT MACS Skills 1 to 10) such that the Director of Clinical Education has grounds for concern about patient safety or the ability of the student to appropriately and effectively participate in a clinical education course.
Students on clinical education assignments are expected to follow safety procedures of the clinical site, plus any other requirements deemed important by the Director of Clinical Education and/or the clinical instructor for a specific clinical site. Behaviors observed during the professional curriculum are taken to be a measure of a student's readiness for clinical education courses.
Consensual Relationships
Consensual relationships between a student and supervisor, patient or others persons at clinical education sites constitutes (1) conflicts of interest; (2) unprofessional conduct; (3) breach of trust; (4) appearances of impropriety; and (5) questions the validity of consent, any of which impairs the integrity of academic and clinical decisions. Such relationships also have the potential for (1) undermining the atmosphere of trust and objectivity essential to the educational process and clinical experience; (2) exploiting subordinate faculty, staff, employees, or students and the possible professional or academic disadvantage of third parties; and (3) subjecting both TTUHSC, the clinical sites and the individuals to the risk of liability. Therefore, the DPT program strictly prohibits any type of such relationship as described above, whether consensual or not. Violation of this prohibition may result in dismissal from the program. Should such relationship develop, faculty, staff, clinical instructors and DPT students who become aware of the relationship have the obligation to disclose the existence of the relationship to the program director.Adapted from TTUHSC OP 70.55 Consensual Relationships - Faculty, Staff, and Residents.
Clinical Experience and Internship Course Grading is Pass / Fail
All clinical education courses are graded on a pass/fail basis (i.e., course grade of "P" or "F"). The syllabus for each clinical education course specifies criteria that constitute a passing or failing course grade. The course coordinator assigns each student's Clinical Experience and Internship course grade based on evaluative feedback from the clinical instructor in consideration of requirements specified in the course syllabus.
Clinical Experience and Internship Courses: Course Grade of "F" Results in Recycling or Dismissal
A student may receive a course grade of "F" (Fail) for a clinical education course for any of the following reasons:- Failure to maintain and present all of the appropriate documentation to the clinical education facility in a timely fashion as required by that facility. The documentation required varies from facility to facility, but typically includes:
- Evidence of current immunizations for Hepatitis B, Tdap (Tetanus, Diptheria, Pertussis), and MMR (Measles, Mumps, Rubella/Rubeola).
- TB (tuberculosis) test result.
- Personal medical/health insurance.
- Current CPR (cardiopulmonary resuscitation) certification.
- Failure to meet all requirements set forth by a clinical education facility for a student receiving clinical education at their site (e.g., failure of a facility required drug test, failure to adhere to dress code, etc.).
- Failure to complete course objectives as specified in the Clinical Experience and Internship course syllabus. A student will receive a course grade of "F" in a Clinical Experience and Internship course if he or she (i) receives a rating of "U" (as a final rating) on one or more of the PT MACS Professional Practice Skills (Skills 1 to 10) or (ii) does not meet passing course grade criteria established in the course syllabus.
- Unsafe or unprofessional behavior at the clinical site.
If a student's failure (course grade of "F") of a Clinical Experience or Internship course is due to unsafe or unprofessional behaviors, the program director and/or Director of Clinical Education reserve the right to deny the student a recycling opportunity. In such situations, the student is subject to dismissal on grounds of academic deficiency (refer to "Dismissal from the DPT Program" section below).
A student who receives a course grade of "F" (Fail) in a Clinical Experience or Internship course is required to recycle the course if they are academically eligible to do so (i.e., no previous recycling of a course and otherwise in good academic standing), provided the reasons are not due to unsafe or unprofessional behaviors, in which case the student is subject to dismissal from the program. Criteria that constitute successful recycling of a Clinical Experience or Internship course will be specified in a "Recycling Requirements Document" that will be written by the program director with input from the Director of Clinical Education.A student who receives a course grade of "F" in a Clinical Experience or Internship course and is thereby subject to dismissal from the DPT program due to this failing course grade will not be permitted to participate in any subsequent clinical education courses during the interval in which the student awaits adjudication by a SHP academic grievance hearing or appeal thereof.
Academic Probation
A student will be placed on Academic Probation for failure to maintain a cumulative grade point average (GPA) of 2.70 or higher. Cumulative GPA is calculated at the end of each semester. For a student to return to good academic standing and be removed from Academic Probation in this situation, the student must raise his or her cumulative GPA to 2.70 or higher by the end of the following semester. A student whose cumulative GPA is less than 2.70 in consecutive semesters (i.e., fails to come off Academic Probation) is subject to dismissal (refer to "Dismissal from the DPT Program" section below). A student who has been on Academic Probation twice and subsequently meets any of the criteria for Academic Probation a third time is subject to dismissal on grounds of academic deficiency (refer to "Dismissal from the DPT Program" section below).
Recycling
Recycling in the DPT program is the re-taking of an entire course in which the student received a course grade of "D" or "F" (didactic or clinical education course). For a course to be successfully recycled, a passing course grade of "C" or better for academic courses and a course grade of "P" (Pass) for Clinical Experience or Internship courses must be obtained the next time the course is offered in the student's curriculum. A student who refuses to recycle a course in which he or she received a grade of "D" or "F" will be subject to dismissal on grounds of academic deficiency (refer to "Dismissal from the DPT Program" section below). A student enrolled in the DPT program is allowed to recycle only one course, and that course can only be recycled one time. The DPT curriculum is designed for course work to be taken in sequence. Therefore, a student is not permitted to advance academically in the DPT curriculum until the student has successfully recycled the course in which he or she was found to be academically and/or clinically deficient. As described below, a recycling student is also required to audit courses as a component of the recycling process. Recycling Requirements DocumentCriteria that constitute successful recycling of academic and/or clinical education deficiencies will be specified in a "Recycling Requirements Document" that will be written by the program director.Recycling Students must: 1) re-take and earn a passing grade in the course for which the student received a grade of "D" or "F"; 2) earn a cumulative GPA to 2.70 or higher by the completion of their recycle period specified in their "Recycling Requirements Document;" 3) audit the preceding year's DPT curriculum in total. The recycling student must meet the same academic/clinical requirements as any and all students enrolled in the required audited courses (regardless of whether they are auditing/recycling or not) as specified in course syllabi including, but not limited to, all assignments and examinations. Students may choose to re-take courses for a grade during this period in order to raise their cumulative GPA. A recycling student who fails to meet all requirements for a passing grade ("C" or higher) as specified by the course syllabus for any of the required recycled/audited courses will be subject to dismissal on grounds of academic deficiency (refer to "Dismissal from the DPT Program" section below). Other Considerations With Respect to RecyclingAfter successfully recycling, a student is subject to dismissal on grounds of academic deficiency if there are any instances of subsequent academic and/or clinical deficiency, including a cumulative GPA below 2.70 or receiving a course grade of "D" or "F" in any course (refer to "Dismissal from the DPT Program" section below). It is the student's responsibility to obtain financial information and pay for additional expenses that will be incurred as a result of recycling. Both the original and recycled course grades (but not grades in audited courses) are used to calculate cumulative GPA, and both course grades will appear on the student's transcript.
Student Misconduct
Student misconduct can lead to dismissal with no opportunity to remediate or recycle. For policies and procedures related to behavioral deficiencies and misconduct, refer to the TTUHSC Student Handbook, available at the following website: https://www.ttuhsc.edu/student-affairs/handbook.aspx
Dismissal from the DPT Program
A student enrolled in the DPT program is subject to dismissal for any of the following reasons:
- Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher for two consecutive semesters.
- Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher for any three semesters of the curriculum.
- After receiving a course grade of "D" or "F" in one course, refusal to sign a "Recycling Requirements Document" or refusal to recycle/audit courses specified in "Recycling Requirements Document" (see section on "Recycling").
- Failure to meet all requirements specified in the "Recycling Requirements Document."
- Receiving a course grade of "D" or "F" in two or more courses or the same course twice.
- Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher in any subsequent semester after successfully recycling a course.
- Failure of a Clinical Experience or Internship course due to unsafe practices and/or unprofessional behavior as documented by the clinical instructor.
- Based upon a complaint of misconduct as set forth in the TTUHSC Student Handbook.
Dismissal procedures will occur in compliance with the dismissal policy established by the School of Health Professions. Refer to the School of Health Professions policy entitled "Academic Dismissal", available at the following website: https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx
