Program Details
Doctor of Physical Therapy (DPT)Your Three-Year Journey
The philosophy of education for a Doctor of Physical Therapy (DPT) program is founded on the principles of fostering the master adaptive learner, holistic patient care, evidence-based practice, lifelong learning, and professional integrity. This philosophy aims to cultivate compassionate, skilled, and reflective practitioners who are equipped to meet the evolving needs of the healthcare system and to enhance the quality of life for individuals and communities. Interdisciplinary and experiential learning, coupled with community engagement, mentorship, and support, form the foundations of the curriculum. By emphasizing holistic care, evidence-based practice, lifelong learning, and professional integrity, the program prepares graduates to make meaningful contributions to the health and well-being of individuals and society. This philosophy not only shapes the educational experience but also defines the professional identity of future physical therapists.
Curriculum Plan
The DPT curriculum is based on a systems-based lifespan approach. Several learning theories will be used throughout the curriculum, including constructivism, adult learning theory, experiential learning theory, and cognitive load theory. Pedagogies include problem-based learning, blended learning, and the Master Adaptive Learner model.
Two semesters are dedicated to lifespan musculoskeletal content, three to lifespan cardiopulmonary and neuromuscular (including pediatrics), and a final semester before clinicals focuses on lifespan complex cases, including all practice areas. Topics that cross systems, such as cancers, lymphedema, pelvic health, GI/GU, hepatic and biliary, hematologic, imaging, pharmacology, pain management, and immune system, will be touched on across all semesters.
Three Tracks Are Integrated Across the Curriculum
Track 1: Evidence-Based Practice (EBP)
This track is guided by the Evidence-Based Practice Special Interest Group Curriculum Guidelines (2014). Students will have two courses to explain the process of EBP, including writing a question, searching the literature, and evaluating evidence. A faculty member who is the EBP coordinator will work with faculty in each semester to integrate assignments and projects related to EBP. One such project involves working with clinicians to answer a current question they may have.
Track 2: Clinical Reasoning
A faculty member serves as the clinical reasoning coordinator, working with faculty to integrate the development of clinical reasoning throughout the curriculum.
Track 3: Interprofessional Practice and Education (IPE)
A faculty coordinator works with all faculty to integrate IPE activities throughout the curriculum. We are fortunate to have pharmacy, occupational therapy, nursing, optometry, dental hygiene, imaging, physician assistants, and acupuncture students all on campus. The IPEC Core Competencies guide the curriculum.
In the clinical education (CE) component, students will apply their knowledge, skills, attitudes, and professional behaviors in clinical settings away from MCPHS. The focus is to introduce meaningful clinical and service-learning experiences early in the program, culminating with the full-time clinical education experiences. Full-time clinical education experiences are 30 weeks in length and occur in three, ten-week blocks during the third year of the curriculum.
For a detailed outline of the curriculum please see the DPT curriculum page.