| B.S. in Rehabilitation Science: This
degree combines core courses with a major curriculum
specifically designed by the physical therapy faculty
to meet the needs of students entering either the
fields of physical therapy, occupational therapy
or sports medicine. Completion of this program will
not only ensure that the students meets the course
requirements for all schools in Georgia, but also
meets the prerequisite courses for 95% of all physical
therapy programs in the country.
The bachelors degree program combines the strong
science curriculum (chemistry, physics, biology,
and anatomy and physiology) need for success
in the health professions with a strong background
in the behavioral sciences (general and abnormal
psychology and health and human development).
The students’ knowledge of exercise and
exercise principles is developed in a three-course
sequence of courses that focuses in turn on
the musculoskeletal, neuromuscular and cardiovascular-pulmonary
basis of exercise. There is the opportunity
to customize their program with up to six elective
courses that can be chosen from the biological,
behavioral and health sciences
Program
of Study: click here
to review the courses required for this major.
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| DPT in Physical Therapy: The professional
curriculum is designed in two phases: systems and
lifespan. Courses in the first year use a systems
approach with cases in musculoskeletal, cardiopulmonary,
neuromuscular physical therapy and wound care. In
this first year, the students have an opportunity
to practice and integrate their professional skills
in a simulated clinic course (Case Management).
Use of this experiential learning techniques has
been presented at international meetings. At the
end of the first year, the students have an 8-week
full time clinical experience to further solidify
and integrate this material in the clinical setting.
The clinical experience is further enhanced by a
clinical synthesis course which all students take
after their clinical experiences and allows students
to share their experiences with the other students.
In the second year of study, students explore
practice topics in more depth within the context
of a lifespan approach, beginning with disorders
and diseases of children and ending with the
problems of aging. At the end of these more
advanced courses are two final full time clinical
experiences. Again at the end of the clinical
experiences is a clinical synthesis course
so that students can further integrate and
share with other students what they have learned
on their clinical assignments. This clearly
shows the imbedded, progressive development
of clinical skills within this curriculum with
each semester adding to the previous semester.
The curriculum (click
here for detail) is further
integrated by team teaching. Most courses in
the curriculum are team taught. Two faculty
are in most courses and some course have three
faculty. In addition, some faculty teach in
more than one course in a semester. This helps
provide the linkages between courses. In this
way the faculty also provide role models in
the advantages of teamwork for the students.
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