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DOCTORATE

Transitional Doctor of Physical Therapy in Pediatric Science · tDPT

Limited-Residency | 1 Year | Post-Professional
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Curriculum

This 3-4-semester transitional doctorate program emphasizes pediatrics as you elevate your physical therapy practice. Focus on aspects of pediatric science such as pediatric pharmacology and imaging, pediatric gait, and early intervention and school-based practice management. You already work with children, but this intensive course of study further specialized your practice.

Those who choose the Limited-Residency option take part in two onsite visits ranging from that last 4 days each.  You will have the opportunity to network with class members and University staff and have hands-on (pediatric gait) and presentation/leadership (capstone proposals) experiences. Make lasting professional connections while gaining practical skills and learning how to operate as an effective clinical leader. 

Online Curriculum PDF
Limited-Residency Curriculum PDF

Code

Course

Credits

This course involves the study of basic statistics, data analysis methods, and results commonly reported by authors in physical therapy literature. Students will interpret statistics reported in journal articles and make judgments about the appropriateness of reported methods, interpretations, and conclusions based on research designs, data, and assumptions underlying applied statistical methods. Examples from current physical therapy literature will be cited throughout the course to illustrate concepts and improve students’ abilities to interpret and critique the work of others. An overview of survey research methods as well as data analysis and data display strategies are provided for use in Pediatric Science Capstone projects and in clinical practice (client / parent satisfaction surveys and needs assessments).

This course is designed to prepare healthcare professionals with the knowledge and skills to make independent judgments about the validity of clinical research and to implement evidence-based clinical practice. This course focuses on the concepts of evidence-based practice with emphasis on forming answerable clinical questions, designing and evaluating PICO questions, and creating effective literature search strategies on pediatric science topics. The evaluative approach to appraising the research literature prepares students to judge the evidence on the: 1) accuracy and validity of diagnostic tests and application of important diagnostic tests in the care of a specific patient; 2) effectiveness of clinical interventions; 3) natural history of health- related conditions; and 4) risk of harm from select preventive and therapeutic interventions. Based on presentation of case scenarios, students are required to formulate the key question(s), rapidly search medical and health-related databases, appraise the evidence with a critical analysis, and describe application of the evidence in a clinical context related to pediatrics.

In this course, pharmacodynamics and pharmacokinetics of commonly prescribed medications and over-the-counter drugs are addressed for children receiving physical therapy. Potential drug complications of adverse effects and interactions are reviewed. An overview of brain and musculoskeletal imaging procedures occurs with emphasis on the neonatal brain and common musculoskeletal pathology in children. Students present pediatric cases and describe imaging and pharmacological components.

This course is designed to enhance the skill level of physical therapists working with children in conducting selected portions of an examination. This examination process includes taking a history for the pediatric client, reviewing systems beyond the system(s) typically of concern to therapists, addressing health promotion with children and families, and recognizing signs and symptoms that indicate the need for a referral to another health practitioner. The student is expected to bring knowledge of tests and measures and examination procedures unique to pediatric physical therapy.

Models and perspectives are analyzed for administrating, leading, and consulting in pediatric therapy settings with strategies included for managing challenging work dynamics. Self-reflection is conducted on personal leadership style and approaches within the combined framework of Goleman’s Emotional Intelligence model and Hagberg’s Real Power model. Cultural Intelligence models are analyzed across a range of intercultural, inclusion, and ethical contexts involving children, families, and professional team members. A strategic planning format for future consultation opportunities is examined, and students present future consultation projects for analysis and discussion.

This course includes discussion and application of laws, practice guidelines, and service delivery models for early intervention and school-based practice settings. Development and use of individualized family service plans and individualized education programs are addressed. Clinical decision-making frameworks are used with peer-reviewed literature to analyze and support selected interventions through case-based presentations.

This course blends interprofessional education with global health perspectives for pediatric practitioners. Discussion and application of competencies and principles are prioritized to define and guide pediatric practice when caring for children in resource-limited settings both locally and internationally. A framework is addressed for interprofessional training in cross-cultural competency, ethics, health equity, human rights, advocacy, capacity development, and partnership engagement. Using this framework, each student will analyze and present a pediatric case from the perspective of a globally-minded, globally competent practitioner.

An overview is provided on structure, process, and ethical context of scientific writing for the medical literature including mechanics and common challenges in technical writing, steps in preparing for publication, and processes for research grant applications. Obstacles of writer’s block and procrastination are analyzed. Ethical analyses of unintentional plagiarism and appropriate citation and permission for using the intellectual property (slides; resources) of others are explored. Strategies are reviewed and evaluated for professional presentations (poster and platform), international presentations with a translator, and media interviews.

This course focuses on the development of pre-and-early ambulation in a population predisposed to rapid and dramatic changes: birth to three year old infants and toddlers. The effects of biomechanics, neuromuscular and sensory systems, orthotics, and tone management are integrated during learning activities to build intervention strategies to address ambulation early and effectively. Clinical application involves children with diagnoses of cerebral palsy, developmental delay, prematurity, or Down Syndrome. Lab sessions involve group work with developing a clinical algorithm (process map) and practicing techniques with a class member.

This directed independent study provides each student with an individually tailored opportunity for an evidence-based, reflective analysis of pediatric physical therapy practices. With evidence-based competencies gained from the CC527 course in the first semester, this project allows the pediatric physical therapist to analyze care processes implemented for a selected infant, child, or youth related to current best evidence.

Design and complete your own pediatric science capstone project. Create a teaching, clinical, or administrative project that expands your clinical project development and management skills with regard to the evidence base. Build presentation and communication skills that help you build an impactful career.

Code

Course

Credits

This course involves the study of basic statistics, data analysis methods, and results commonly reported by authors in physical therapy literature. Students will interpret statistics reported in journal articles and make judgments about the appropriateness of reported methods, interpretations, and conclusions based on research designs, data, and assumptions underlying applied statistical methods. Examples from current physical therapy literature will be cited throughout the course to illustrate concepts and improve students’ abilities to interpret and critique the work of others. An overview of survey research methods as well as data analysis and data display strategies are provided for use in Pediatric Science Capstone projects and in clinical practice (client / parent satisfaction surveys and needs assessments). (This online course may be taken in an additional 4th semester, on permission of the Program Director.)

In this seminar course, students have the opportunity to develop and present proposed pediatric science capstone topics, purpose and scope, feasibility issues, literature support, and potential obstacles. A method for determining effectiveness of each capstone project will be presented and discussed. A formal presentation with slides and facilitated discussion with peers will occur. Students will provide formal introductions of speakers. Written peer and instructor feedback are provided to enhance future presentation skills and leadership.

The pediatric science capstone involves an individualized experience to expand knowledge, competency, and teaching in pediatrics. The project topic and design are negotiated with the faculty member and can be achieved in a variety of settings (clinical, education, administration). The capstone project may focus on 1) developing and evaluating a new clinical program, 2) designing and presenting a series of teaching modules, 3) writing and evaluating practice guidelines or policy and procedure manual for a new practice setting, 4) preparing a journal article for publication, 5) expanding the semester 2 directed independent study project from a single case into a case series analysis, or 6) other individualized pediatrics-related options A soft-bound technical report of the project is submitted in addition to an electronic version. All capstone project methods and results are presented verbally to colleagues and other related professionals in practice settings where the project was conducted.