The physical therapy professional
curriculum at CMU has been developed based on a curriculum philosophy that is
theoretically grounded in (1) an epistemology of professional knowledge and
practice that identifies practitioner reflection‑in‑action and reflection‑on‑
action as central to professional practice and the development of expertise,
and (2) a theory of quality in graduate education that defines quality
in terms of the degree of growth enhancing student learning experiences created
by diverse and invested participants and interactive teaching and learning.
(See curriculum philosophy for further information).
The curriculum has been constructed to
be congruent with current theory and research in professional and adult
education and to achieve the ideals set out in our philosophy. To this end, we
have developed a in which clinical cases,
authored by academic and clinical faculty, serve as both a catalyst for the
introduction of curricular content and as a framework for continuing discussion
and thoughtful reflection on cases that evolve as the curriculum proceeds. A
case‑oriented curriculum is our attempt to address what has been called the
"inert knowledge" problem by explicitly and frequently tying
curricular content to the context for it's use; that is, professional knowledge
and practitioner cognition are introduced and examined in the clinical
situations in which they are used.
In addition, the curriculum is designed
to offer numerous opportunities for collegial discussion among students and
faculty, self‑assessment and self‑directed learning, and reflective practica.
These opportunities are considered to be an integral part of learning
experiences for our students in both the academic and clinical education
components of the curriculum.
Click here to view a PDF of the /academics/health_professions/hp_academics/physical_therapy/About_Us/Documents/Curriculum.pdfDPT Curriculum.