Doctor of Physical Therapy

• General Information
• DRS Policies, Procedures, & Student Responsibilities
• Accreditation & Program Overview
• Professional Expectations & Opportunities
• Clinical Education
• Academic Procedures & Student Progression

DPT Program

General Information

Review information that pertains to all students within the School of Health Professions (SHP) that is located at the beginning of the School of Health Professions  section of this Student Handbook. 

Department of Rehabilitation Sciences Policies, Procedures, and Student Responsibilities

Review information that pertains to all students within the Department of Rehabilitation Sciences (DRS) that is located in the Rehabilitation Sciences  Section of this Student Handbook.

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 available online at the School of Health Professions Student Policies website.

Accreditation and Program Overview

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) located at 3030 Potomac Ave., Suite 100, Alexandria, Virginia 22305-3085; telephone: (703) 706-3245; email: accreditationsupport@apta.org; Contact the program/institution directly, please call (806) 743-2989 or email nathan.burgess@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

Advance physical therapist practice through innovation and collaboration.

Mission Statement

The Doctor of Physical Therapy (DPT) program at Texas Tech University Health Sciences Center will develop collaborative healthcare professionals through innovative teaching, research, and service for West Texas communities and beyond.

Goals

Academics Strategic Goal

Provide high-impact, innovative educational experiences to all students.

Scholarship Strategic Goal

Advance collaborative scholarly activities that support clinical knowledge and practice.

Service and Outreach Strategic Goal

Promote the health and wellness of diverse populations through community collaboration and outreach.

People and Operations Strategic Goal

Foster and support a diverse and inclusive DPT community that embodies our values-based culture contributing to faculty, staff, and student wellness and satisfaction.

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 technical standards 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 in didactic (classroom) and clinical education experiences. The ability to meet these technical standards, with or without accommodations, is required for admission to the DPT program and must be maintained throughout the time a student is enrolled. These technical standards 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 technical standards, or that they believe that with reasonable accommodations they can meet the technical standards.

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 Student Disability Services (SDS) in the TTUHSC Office of Student Affairs as soon as possible SDS Staff will determine whether the stated condition qualifies as a disability under applicable laws and work with the program faculty 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 the same accommodations available for the clinical component in the curriculum. 

To successfully complete the didactic and clinical portions of the TTUHSC DPT program, a student must meet the following essential functions:

1. Observation
   1. Observe a patient using visual, auditory, and palpatory sensory systems as a component of providing safe and effective patient care.
      1. 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.
      2. 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.
      3. 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.
   2. 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.

1. Communication
   1. 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
   2. Communicate professionally (orally and in writing) as required for coursework and clinical placements to ensure safe and effective patient care.
   3. Communicate efficiently (orally and in writing) in order to meet academic and clinical productivity requirements in assigned tasks, patient care, and documentation.
2. Psychomotor Skills
   1. 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.
   2. 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
   3. Sustain necessary physical activity level required for classroom and clinical activities during the defined workday.
   4. Demonstrate safe and effective application of knowledge and behaviors as they relate to clinically relevant motor skills.
   5. 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).
   6. Access transportation for timely attendance to academic courses and clinical placements.
3. Cognition
   1. Comprehend, integrate, analyze, and synthesize a large body of information in a reasonable period of time.
   2. Read, comprehend, record, and interpret information accurately from patient/caregiver interviews, patient records, diagnostic tests, and equipment to ensure safe and effective patient interactions.
   3. Comprehend and accurately interpret the spatial relationships of 3-dimensional structures.
   4. Demonstrate the ability and willingness to self-assess academic and clinical skill performance.
4. Social Behavioral Skills
   1. 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.
   2. Develop mature, sensitive, and effective professional relationships with individuals in academic and clinical settings.
   3. 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.
   4. Conduct oneself in an ethical and legal manner, demonstrating honesty, integrity, and professionalism in all interactions and situations.

Professional Expectations and Opportunities

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:

1. Define the ethical principles that form the foundation of physical therapist practice in patient/client management, consultation, education, research, and administration.
2. Provide standards of behavior and performance that form the basis of professional accountability to the public.
3. Provide guidance for physical therapists facing ethical challenges, regardless of their professional roles and responsibilities.
4. 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.
5. Establish the standards by which the American Physical Therapy Association can determine if a physical therapist has engaged in unethical conduct.

Students can refer to the APTA website for more information and to view the entire APTA Code of Ethics for 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 participants should follow the same conduct code.

Professional Development Portfolio and Faculty Mentoring

Professional development, including academic and professional 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 encourage exposure to various professional development opportunities including: scholarly excellence, personal/professional integrity, professional responsibility, and social responsibility. By the completion of the didactic portion of the program, students are required to complete, at minimum: 5 points in each of the categories of Personal and Professional Integrity, Professional Responsibility, and Social responsibility, and 2 points in the category of Scholarly Excellence. Point accumulation is monitored throughout the curriculum and achievement of benchmarks is credited as a percentage of the overall course grade in specific courses:

5 points by the conclusion of the 1^st summer semester (HPPT 8100 Professional Development)

20 points by the conclusion of the 2^nd summer semester (HPPT 8123 Clinical Reasoning 1)

35 points by the conclusion of the 3^rd summer semester (HPPT 8224 Clinical Reasoning 2)

Development of a curriculum vita and professional development plan by the conclusion of the 3^rd spring semester (HPPT 8160: Graduate Seminar)

As a part of the professional development program, each student is paired with a faculty 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. Standardized advising tools (Learning and Study Strategies Inventory - LASSI or the modified Generic Abilities) are 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 academic and 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.

Attendance

Students are expected to attend all lectures, labs, and exams as a component of professional conduct.  Students are expected to obtain approval from the course instructor in advance by personal communication or email if the student anticipates absence from a lecture, lab, or examination. Excessive tardiness or unexcused absences are considered when issues of professionalism and/or remediation arise.

In the case of repeated tardiness or unexcused absences from course lectures, labs, or exams, verbal warnings may be given by the course instructor or local faculty.  Continued infractions will result in a single written warning. Following the written warning, further tardiness or unexcused absence may result in a 5-point deduction from the final grade in the course at the discretion of the local faculty and in consultation with the course coordinator.  Continued instances of tardiness or unexcused absence may result in an additional 5-point deduction, for a 10-point total deduction from the final course grade.

A student must receive prior approval from the instructor to attend class at a campus other than the student’s home campus.

Excused absences will be granted for illness, crisis situation, or an important event involving the student or the student’s immediate family.  Written documentation to justify an excused absence may be required.  The instructor will evaluate other situations that may constitute a valid excuse for absence on a case-by-case basis.  An absence that is not excused is considered unexcused.  Examples of instances that do not merit an excused absence include oversleeping, time conflicts with work schedules, vacations, and most types of social events.

If a student cannot sit for an exam at the scheduled time and place, the student must notify the course instructor prior to the scheduled exam start time in order to be eligible to be granted an excused absence and thereby be allowed to make up the exam.  It is the instructor’s prerogative as to whether an absence from an exam will be excused.  As mentioned above, if a student misses an exam without prior approval of the instructor, the instructor has the discretion to determine the course of action, which may result in the student receiving a grade of zero for the missed exam.

Students on preceptorship or clinical placements are to follow the policies of their affiliate or clinical site regarding emergency-related closures. Suspension of classes or office closures on a TTUHSC campus does not supersede the policies of the affiliate or clinical site.

Academic Integrity

Professionals are expected to practice with a commitment to high standards and integrity. The development of this commitment begins during academic training.  Academic misconduct is considered to be an act contrary to professional ethics, and includes, but is not limited to cheating, plagiarism, falsification of records, and any and all other actions that may distort evaluation of a student’s academic performance or achievement, assisting others in such acts, or attempting to engage in such acts.  All assignments and exams are to be the exclusive work of each individual student, and all assignments should be prepared entirely and exclusively for this course. 

Unless otherwise stated, all examinations are closed book examinations. As such, students are not allowed to refer to any external resources (written or otherwise) while sitting for an examination. Students are prohibited from providing assistance to any other student sitting for an examination.  Likewise, students are not allowed to accept or seek any such assistance. Dissemination of examination materials is prohibited.  This includes prohibitions on reproducing any portion of the examination through photocopying, dictation, or reconstruction through memorization. It is the student’s obligation to abide by the academic policies and conduct codes of the TTUHSC and the School of Health Professions. Refer to the Texas Tech University Health Sciences Center Student Affairs Handbook, Code of Professional and Academic Conduct.

Any act of academic/non-academic misconduct may result in failure of the assignment, failure of the course, or dismissal from the program.

Professional Behavior in the Classroom, Lab, and Clinic

All students are expected to exhibit consistent professional conduct in the classroom, laboratory, and clinical setting.  Appropriate attire is required at all times and includes clothing that is clean, in good condition, and effectively covers the body.  Special Care must be taken to dress professionally and according to facility guidelines while on clinical observations or experiences. The Generic Abilities should guide the student’s conduct at all times.  Students are expected to maintain a classroom environment that will ensure that all students have an opportunity to learn and participate.  Disruptive classroom behaviors include but are not limited to: cellular phone use, challenges to faculty authority, demanding special treatment, tardiness, leaving early, offensive remarks, chattering, reading newspapers or magazines, browsing the internet, watching videos, sleeping, or overt inattentiveness.  Inappropriate behavior will result, minimally, in a request for the student to leave class.  After the first incident of inappropriate behavior, the instructor or Program Director or Assistant Program Director will discuss the behavior with the student as soon as possible following the class.  If a second incident occurs the instructor will refer the student to the program director or regional assistant program director for formal discussion.  Repeated offenses will result in disciplinary action deemed appropriate to the offense according to the Texas Tech University Health Sciences Center Student Affairs Handbook, Code of Professional and Academic Conduct, Department of Rehabilitation Sciences Student Handbook and the Program Director.

DPT Student Success Plan

The DPT program has developed student success plans for academic performance and professional behaviors.

Academic Performance:

This plan is required for students who fail an exam during their first summer and is strongly recommended for students who receive a mid-term warning in any subject (mid-term warning letters are sent out to a student who has a 73 or below average in a course at mid-point of the semester).

1. The student sets up a meeting with their mentor as soon as possible. A meeting with the course coordinator is also required.
2. After the meetings, the student designs a written study plan that is approved by the mentor. The student also schedules tutoring with DPT peer tutors as available.
3. Regular meetings with the mentor are expected before the next exam. Meetings with the course coordinator and or local lab coordinator are encouraged.
4. Take next exam.
5. Assess performance on exam, meet with mentor, and revise study plan as needed.

Professional Behaviors:

This plan applies to students who demonstrate significant or consistent areas of concern in professional skills and behaviors important for success in the DPT program and as a physical therapist.

1. Program faculty and administration will work cooperatively to identify at-risk students and define specific behaviors or areas of concern for each student.
2. Local faculty will work with the DPT program director to highlight the specific areas of concern in the Generic Abilities Form including a summary of primary areas of concern.
3. The program director will send a letter outlining the areas of concern, including the highlighted Generic Abilities Form and summary of primary areas of concern to the student.
4. The student will complete a Plan of Action Form to address the primary areas of concern.
5. The student will schedule a meeting with the program director and their faculty mentor to discuss the at-risk professional behaviors and the student’s Plan of Action and think through potential solutions and strategies for success in improving the identified areas of concern.
6. If concerning unprofessional behaviors continue, the program director will draft a Professional Interaction Framework Agreement to clearly outline the program expectations for the student and consequences of continued non-compliance.

Clinical Education

DPT 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 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, outpatient and musculoskeletal, and inpatient settings as well as specialty areas such as neurologic rehabilitation, pediatrics, cardiopulmonary, etc. 

The DPT program is active in the development of diverse and high-quality clinical education sites and clinical instructors in both urban and rural areas throughout our region, state, and beyond. In the selection of clinical sites, the quality of patient care and the enthusiasm and expertise of the staff working with students is 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 valued wherever possible. In keeping with the historic mission of the TTUHSC, the DPT program works to be responsive to the needs of the medically under-served rural areas of West Texas by providing a significant portion of our clinical experience opportunities to students within this region and graduating students with a diverse educational and clinical background.

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. Students must meet individual facility-specific requirements to be eligible for placement with a given clinical site.

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:

1. Communication and Clinical Education (HPPT 8120) - introduces the student to clinical education including communication strategies and the grading criteria for Clinical Experience courses.
2. 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.
3. 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 electives such as pediatrics, cardiopulmonary, women’s health, pelvic floor, sports rehab, aquatics, and neuromuscular rehabilitation. These experiences may be completed in any order.
4. 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.

Financial Responsibility for Clinical Placements

The student is responsible for all costs associated with clinical education courses, including transportation, travel, housing, meals, criminal background checks, drug screens, personal health insurance, uniforms, and other incidental expenses. If a student desires to “opt-in” for selected Student Support Services while on clinical rotation in a city with a TTUHSC campus, the student must contact Student Business Services for guidance.

Clinical Experience Placement Procedures

Physical therapy facilities that have physical therapy clinical education agreements with TTUHSC are eligible to 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 TTUHSC DPT Program utilizes an optimization and data management program to manage the student placements and assessments. Students receive the list of clinical sites approximately one month prior to the selection of clinical sites. Students will rank their top 10 choices in the optimization system. The optimization system runs an algorithm to place each student at a clinical location based on their selections. Students are matched to a clinical rotation site based on student preferences, any special pre-approved accommodations, and experience availability. The Clinical Education Team will then review this list and determine final placements for each student. Students are not allowed to contact a site in order to ask about their facility without approval from the Clinical Education Team. In addition, students are not allowed to perform clinical experiences in facilities that meet the following criteria:

1. The student was formerly or currently employed at the physical location
2. The student performed more than 40 observation hours at the physical location within a three-year time period prior to the start of the clinical rotation.
3. The clinic is owned/operated/or staffed (PT) by students’ family members

Faculty assist students in selecting sites that will best meet their educational needs, but the final decision is up to the Clinical Education Team. Students that have demonstrated deficiencies in academic performance may be assigned to a specific clinical site by the CE team. Students may request special considerations for their clinical placements and must submit their request for consideration in writing at least two weeks prior to the beginning of the selection process. All requests are subject to approval by the CE team. Approval may require input from the Program Director and the Director of Student Services. Examples of special circumstances include, but aren’t limited to pregnancy, documented health issues, family crisis, single parents, etc.

Student-Initiated Clinical Placements:  Students are able to work with the clinical education team to set up no more than 1 student-initiated clinical education slots for clinical experiences 3-5. The student must first submit a formal request to the DCE/ADCE responsible for coordinating student-initiated slots using the approved process outlined by the clinical education team. Students are required to meet certain criteria outlined in the application in order to be eligible to apply for opening a new slot. Students must also have faculty endorsement for this request prior to consideration by the clinical education team. Once approved, the clinical education faculty member responsible for the student-initiated process will then work with the facility and direct the student in next steps to secure a slot and ensure proper contracting is in place with the clinical location. Students’ placement is not guaranteed is contingent on availability and confirmation of placement by the clinical site. Students should not contact facilities to set up clinical experiences without first completing a formal request to the DCE/ADCE by set deadlines.

Oversight of Student Selection of Clinical Experience Placements

Selection of clinical education course clinic sites by TTUHSC DPT students is considered 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 limited to, the following. If the student:

1. is on Academic Probation.

2. has previously displayed unprofessional behavior that resulted in counseling using the Generic Abilities.

3. 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.

4. 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.

Cancellations or Non-Confirmations of Clinical Experiences

If a clinical experience is cancelled or the site was unable to confirm a slot, the DCE team will re-evaluate the list of remaining clinical sites or seek additional sites if necessary. The team will discuss various clinical site options with the student in context of areas where the student may have housing opportunities. Once the student provides the DCE team a list of the top three or four choices, a team- member will contact these facilities to see if accommodation can be made.

Expectations for Clinical Experiences

Before the first clinical experience, students must pass a course (HHPT 8120 - Communication and Clinical Education) designed to prepare them for clinical experiences including documentation, communication, and use of the Physical Therapist Manual for the Assessment of Clinical Skills (PT MACS). The PT MACS is a clinical assessment tool used to measure a student’s clinical competency while on the clinical experience. Grading criteria and behavior objectives for the clinical experience courses are described in the HPPT 8120 course. Prior to subsequent clinical experiences, students are provided with syllabi specific to each clinical experience that lay out the grading criteria for each clinical experience.

Additionally, students must demonstrate competence in clinical reasoning prior to all clinical experiences as measured by comprehensive practical examinations that includes oral reasoning, plan of care development, and skill demonstration as part of the courses HPPT 8123 - Clinical Reasoning 1 and HPPT 8224 - Clinical Reasoning 2. Faculty involved in these examinations assist with determination of clinical readiness prior to student beginning the full-time clinical experiences. Additionally, behaviors observed during the professional curriculum are taken to be a measure of a student’s readiness for clinical education courses. If it is determined that they student is not ready for clinical placement, the student may be required to complete additional remediation training and requirements prior to the start of clinical experiences.

Once a student has been placed at a clinical site by either optimization or placement, the student’s name and email address are sent out for confirmation of the clinical slot. 6-8 weeks prior to the start of the rotation, student information is updated by the student in the clinical data management system and sent to the designated SCCE for review. Along with the student profile link, the site coordinator will receive a link to the school’s EXXAT Site Resource Page with information including, but not limited to:

1. Copy of the TTUHSC DPT Curriculum
2. Grading Criteria
3. Clinical Education Handbook
4. Resources for utilization of the PT MACS for student performance assessment

Prior to arrival at the clinical experience, the student is expected to have the following items readily available:

1. Current proof of CPR certification
2. Current proof of annual TB test or attestation depending on clinical site requirements
3. Current immunizations/vaccinations for Diphtheria-Tetanus (current DpT or DT), Meningococcal Vaccine (MCV) for adults 22 and younger, and current seasonal Flu vaccination
4. Positive titers are required for Hepatitis B, Measles-Mumps-Rubella (MMR), and Varicella (Chicken Pox)
5. Current personal health/medical insurance
6. University liability insurance
7. Current proof of COVID-19 Vaccination or approved exemption (if required by the clinical site)
8. Criminal background check (if required)
   1. In most cases the DPT program will send an attestation letter for the background check run through the university using a private vendor
   2. Additional/updated background checks may be required by the facility and payment is the responsibility of the student (see TTUHSC Criminal Background Check Policy)
9. Drug screen (if required)
   1. Payment for and completion of required drug screenings are the sole responsibility of the student (see the TTUHSC Drug Screen Policy or DRS Student Handbook)

***Sites may require onboarding documents, modules, or screenings up to 6 weeks prior to the start of the clinical experience. Student are expected to collaborate with the clinical education team and the designated representative at the clinical site to submit any required items per the facility timelines. Delay in the submission of these required items may delay the start of the clinical experience.

Once the student is onsite, the student will input Clinical Instructor Information in the data management system that will allow Clinical Instructor Assignments to be made. Students are responsible for meeting the clinical experience general behavioral objectives and specific grading criteria as outlined within the course syllabus for that experience. PT MACS assessments will be released at the midterm and then again at the final for completion by the CI via a link to the assessment sent from the data management system by the student.

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.

Clinical Experience Attendance Expectations

Attendance is mandatory during the clinical experience, and students will abide by the facility and clinical instructor’s schedule.

1. Unexpected Illness/Family Emergency: Students who are ill or have an unanticipated emergency should reach out directly to the Clinical Instructor to determine an immediate course of action and then notify the DCE/ADCE of the situation.
2. Other absences: Any other absences from the clinical experience must be discussed with the DCE prior to the student requesting any time off from the clinical instructor. The DCE/ADCE will then approve or deny the request and instruct the student in the next course of action.

**With any absence from the clinic during the clinical experience, the DCE/ADCE will collaborate with the Clinical Instructor to determine on a case-by-case basis if the student will be required to make up the missed clinical hours.

Clinical Education Faculty and Student Responsibilities

There are various people involved in the clinical education process: the director of clinical education (DCE), the assistant directors of clinical education (ADCE), the site coordinator for clinical education (SCCE), the clinical instructor (CI) and the student. The responsibilities for each role are described below:

DCE/ADCE:

1. Communicate and provide the school’s philosophy and policies for clinical education
2. Provide important information to the facility related to the expectations of the academic program
3. Manage the clinical site selection process and communication with the clinical sites regarding placements
4. Monitor student progress during clinical experiences
5. Counsel with students and clinical instructors as needed

SCCE:

1. Facilitate communication between the clinical facility, clinical instructor, and academic program
2. Organize and plan student scheduling and learning experiences
3. Counsel with clinical instructor and the student: provide training, feedback, evaluation of the clinical instructor performance

CI:

1. Supervise the physical therapy student following facility policy and regulatory agency rules and policies. Students must be supervised by a licensed physical therapist when providing direct patient care. PT interns are encouraged to observe other disciplines, but only a licensed physical therapist can supervise a student physical therapist and must be onsite when the student is providing PT services.
2. Educate the student, providing learning experiences specific to the learning styles and needs of the student
3. Plan and implement remediation when necessary and notify the DCE. Follow up visits will be conducted by the DCE with the CI and with the student on an as needed basis.
4. Evaluate the student, providing objective, honest, specific feedback in both formative and summative evaluations

Student:

1. Provide safe and effective patient care
2. Be an active learner
3. Self-evaluate performance
4. Comply with facility policies
5. Meet school grading criteria

Consensual Relationships

Consensual relationships between a student and supervisor, patient or other persons at clinical education sites constitute (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 Problem Situations

TTUHSC physical therapy students are expected to perform in a manner that is safe, consistent and effective. Ultimately, the goal for 8-week experiences is that the student performs at an “entry-level” for the facility in which they are practicing. If a student has significant difficulties in any area, the Clinical Instructor should contact the clinical education faculty of the DPT program as quickly as possible.

Clear communication is the first step toward resolution of a clinical education problem situation. Problems and concerns should be clearly documented in writing by the clinical instructor, being sure to include specific instances and a description of efforts for resolution to this point. Once a problem situation is reported, a conference should be held between the CI and the clinical education representative. The clinical education faculty member will then discuss the situation with the student and work with the CI to develop a plan for resolution of the problem. Once a plan has been determined, the clinical education faculty member will clarify the plan with the CI and student and provide a time frame for follow up.

If a problem persists, it may be necessary to formally establish a learning contract for the student. Some examples might include a student continuing to be late for work, a student with repeated deficits with goniometry, etc. The purpose of the contract is to give the student certain criteria that must be met in order to continue on with or successfully meet requirements for the clinical experience. Once the contract is agreed upon, it is signed by the student, CI and faculty. If the student does not successfully satisfy the objectives set forth in the learning contract, the student may receive an unsatisfactory “U” rating on the related skills, the clinical experience may be terminated, and/or the student may earn a failing score for the clinical experience. Documentation of concerns and performance relative to the learning contract should occur in the PTMACS or by other means and should be submitted to the university clinical education team.

Early notification and documentation are key components to successful resolution of clinical education problems. The longer the problem goes undocumented or un-confronted, the more difficult it becomes to reach a satisfactory resolution. Appropriate documentation of student issues include: narrative comments from the CI concerning student performance, comments in the PT MACS, comments from other personnel involved in the issue (SCCE, nursing, OT, etc.), documentation from the clinical education faculty from discussions with the CI and the student, and even copies of examples of poor documentation if this is an issue.

Clinical Experience Course Grading

The Physical Therapist Manual for the Assessment of Clinical Skills (PT MACS) is the clinical performance evaluation tool used during the clinical education portion of the TTUHSC DPT curriculum in order to provide a:

1. Competency-based assessment tool for the student.
2. Communication tool between the clinical education site and the academic program.
3. Communication tool between the student and the clinical experience clinical instructor.
4. Framework for and to encourage student self-evaluation.

Clinical experiences are graded on a “pass/fail” basis and are based on the behavioral objectives and grading criteria outlined in the syllabus. The clinical instructor is asked to evaluate the student objectively and mark the PT MACS appropriately. Areas evaluated by Director of Clinical Education include: number of skills completed in various sections, attendance, appropriate documentation of clinical education progress using the forms, safe and ethical practice in the setting, immunizations and insurance being provided, and VAS ratings provided by the CI. In cases of poor performance, the DCE team may seek further information or clarification from the student, clinical instructor, site SCCE, or other clinicians with experience with the student in question. Assignment of the “pass/fail” grade for each clinical experience is the sole responsibility of the course coordinator which is typically the DCE. The clinical instructor’s feedback on the student’s performance is considered heavily, however, the CI does not assign the grade for the student.

Clinical Experience 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:

1. 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:

1. Current proof of CPR certification.
2. Current proof of annual TB test or attestation depending on clinical site requirements.
3. Current immunizations/vaccinations for Diphtheria-Tetanus (current DpT or DT), Meningococcal Vaccine (MCV) for adults 22 and younger, and current seasonal Flu vaccination.
4. Positive titers are required for Hepatitis B, Measles-Mumps-Rubella (MMR), and Varicella (Chicken Pox).
5. Current personal health/medical insurance.
6. University liability insurance.
7. Current proof of COVID-19 Vaccination or approved exemption (if required by the clinical site).
8. Criminal background check (if required); in most cases, the DTP program will send an attestation letter for the background check run through the university, though additional background checks may be required.  Payment for additional background checks is the responsibility of the student.
9. Drug screen (if required). Payment for and completion of required drug screenings are the sole responsibility of the student.

2. 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.).

3. Failure to complete course objectives as specified in the Clinical Experience course syllabus. A student will receive a course grade of “F” in a Clinical Experience course if the student (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.

4. Unsafe or unprofessional behavior at the clinical site.

Termination of a student’s clinical experience by the clinical site on grounds of unsafe, unprofessional, or ineffective student behaviors will automatically result in the grade of “F” (Fail) being assigned for that clinical experience.

If a student’s failure (course grade of “F”) of a Clinical Experience 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 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. Timing and location of recycle experiences are at the discretion of the DCE team. Criteria that constitute successful recycling of a Clinical Experience 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 is ineligible to recycle due to academic standing or prior recycle who receives a course grade of “F” in a Clinical Experience 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 an SHP academic grievance hearing or appeal thereof.

Academic Procedures and Student Progression

Course Grades

Grades for courses will be assigned as either a pass/fail (clinical experience courses) or as a letter grade, consistent with the School of Health Professions Grading Policy, SHP OP ST.08 Grading Policy.

Assignments

All assignments are intended to be individual, original work by the student for this specific course, during the current semester, unless specifically stated in writing by the course coordinator. Collaboration with other students, plagiarism of material, submission of prior coursework, or sharing of information between students related to individual assignments constitutes “cheating” as described in the TTUHSC Student Handbook: Code of Professional and Academic Conduct. Violations of the Student Handbook will be dealt with on a case-by-case basis, in light of the School of Health Professions Honor Code, which states, “We will not lie, cheat, or steal, or tolerate those that do.”

Remote Testing

Please be advised that during courses, you may be required to take examinations remotely with the assistance of proctoring tools used to preserve academic integrity and fairness during remote exams. Such proctoring tools used during remote exams may include, but are not limited to, the utilization of video and/or audio capabilities to examine, scan, evaluate, and/or monitor you, your work station, associated areas, and surroundings (“Exam Conditions”). By continuing to remain in this course, you consent to these Exam Conditions. If you do not consent or wish to withdraw your consent, please contact the Office of Student Affairs and other arrangements may be made, such as onsite testing.

Successful Course Completion:

For courses containing Practical Examination(s), passing the Practical Examination(s) is a mandatory requirement to complete the course.

1. Passing Threshold: Students must earn a score of 70% or higher on each Practical Examination.
2. Attempts: Students are allowed a maximum of two (2) attempts per Practical Examination.
3. Failure Policy: Students who do not achieve a passing score will automatically receive a grade of “F” for the course, regardless of their performance in other required areas.

Remediation of Practical Examinations:

1. For students that earn a score below 70% on the first attempt of a Practical Examination, one (1) Remediation attempt will be permitted per Practical Examination.
2. The Remediation will be scored as follows:
   1. If a student earns a score of 70% or higher on the Remediation attempt, the recorded score for the Practical Examination will be the average of the score from the original Practical Examination attempt and the score for the Remediation attempt, not to exceed 70%.  (For example, if the initial score was 60% and the remediated score is 90%, the student’s averaged grade for the practical will be recorded as 70% and used in the calculation of the final course grade)
   2. If the student earns a score below 70% on the Remediation attempt, the Failure Policy will apply, and the student will receive a grade of “F” for the course.
   3. No additional remediation attempts will be permitted.
3. To facilitate success on practical exam remediation, the following steps should be implemented after the failure of a practical exam in a course:
   1. The student is required to set up a meeting with the local lab coordinator as soon as possible. They should also schedule a meeting with their faculty mentor.
   2. After the meetings, the student should design a written study plan that is approved by the local lab coordinator.
   3. The student should work with the local lab coordinator to schedule the Remediation attempt. The Remediation attempt should be scheduled to allow the student time to reinforce skills and knowledge that were deficient on the initial attempt. This may include scheduling the Remediation attempt after the conclusion of the semester, in which case a “PR” may need to be assigned for the course grade until the student completes course requirements, after which a grade change form will be completed by the course coordinator.

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).

Academic 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 the student received a grade of “D” or “F” may withdraw from the program or 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 coursework 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 the student 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 Document

Criteria 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 are given the option to request a one-time campus transfer to the campus of their choice as part of the recycling process, subject to approval by the program director in consultation with assistant program directors.

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 2.7000 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 except for full-time clinical experiences that were previously graded as “Pass”

i. An exception to this audit requirement is if the course being recycled is a terminal, full-time clinical experience during the third year of the curriculum.

The recycling student undergoing required course audits must actively participate in required audit courses, including completion of all course assignments, examinations, and/or practical exams listed in course syllabi. Students may choose to retake courses for a grade during this period in order to raise their cumulative GPA.

For a course being recycled, a student who fails to meet all requirements for a passing grade (“C” or higher) as specified by the course syllabus for the recycled course will be subject to dismissal on grounds of academic deficiency (refer to “Dismissal from the DPT Program” section below).

Other Considerations with Respect to Recycling

After 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 2.700 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.

Dismissal from the DPT Program

A student enrolled in the DPT program is subject to dismissal for any of the following reasons:

1. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher for two consecutive semesters.
2. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher for any three semesters of the curriculum.
3. 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”).
4. Failure to meet all requirements specified in the “Recycling Requirements Document.”
5. Receiving a course grade of “D” or “F” in two or more courses or the same course twice.
6. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher in any subsequent semester after successfully recycling a course.
7. Failure of a Clinical Experience or Internship course due to unsafe practices and/or unprofessional behavior as documented by the clinical instructor.
8. 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.”