College of Health and Human Services

School of Physical Therapy Appendix A

I. Develop the knowledge base and skills written exams, practical exams, quarterly Faculty Faculty

necessary for physical therapy practice oral presentations; clinical assessment Students Student

1. The student will evaluate, plan and tool (Blue MACS); student course evals Accreditation Agency

implement physical therapy treatment performance on licensing exam, yearly Faculty Committee Faculty

by determining, assessing, and documenting Ohio University Survey of Alumni, ,

physical therapy needs in terms of direct care, employer survey, alumni survey

education, prevention, and health promotion exit interview

B The student will delegate appropriate

activities to physical therapist assistants and

physical therapy aides and supervise them in a

manner consistent with the Ohio Revised law

regarding the practice of physical therapy.

caring, and legal manner

2. Assume the role of a problem solver

1. The student will consider referral or treatment written exams, practical exams, quarterly Faculty Faculty

based on a clinical decision making process requiring oral presentations, papers and Students Students

analysis and synthesis of information, generation of performance on the clinical assessment Accreditation Agency

multiple hypotheses, and consideration of the tool

characteristics and values of the individual Ohio University Survey of Alumni Faculty Committee Faculty

III. Participate in clinical inquiry and research

1. The student will assess current literature, written projects, oral presentations in quarterly Faculty Faculty

perform research and disseminate results; class, capstone experience of a professional

and update and improve clinical practice paper, presentation at state and yearly Faculty, Peers Student

national conferences

4. Engage in life-long learning activities which may assessment of generic abilities, quarterly Faculty Faculty

include assessment of his/her own thinking, acting, and number of students involved in professional Faculty Student

believing as a clinician, problem solver, researcher, and organization and types of involvement.

learner; involvement in societal concerns, pursuit of new alumni survey Faculty Committee

knowledge through continuing education; and contributions

toward the growth of the profession

V. Share information through effective oral, written, written and oral presentations, quarterly Faculty Faculty

and non-verbal communication with patients, peers, clinical assessment tool, Accreditation Agency

supervisors, caregivers, and the public professional paper, state or national yearly Student

presentations, or publications