Department of Physical Therapy and Rehabilitation Science

Entry-level DPT Program Student Handbook

Academic Year: 2013-2014

REVISED: 01/16/2014

TABLE OF CONTENTS SECTION ONE: Introduction (pages 5 18)

1. 2. 3. 4. 5. Mission Statement Vision Statement of Values Statement of Philosophy a. Essential Requirements for Admission, Advancement and Graduation Essential Functions and General Educational Objectives a. Technical Standards b. Observational Skills c. Communication Skills d. Psychomotor Skills e. Cognitive Skills f. Affective/Behavioral Skills g. Professionalism Skills Curricular Objectives Curriculum Overview Organizational Structure of the Program Core and Adjunct Faculty Research and Professional Interests of the Core Faculty Staff and Resource Support Student Portfolios

6. 7. 8. 9. 10. 11. 12.

SECTION TWO: Academic Policies (pages 19 36)

1. 2. 3. 4. 5. 6. 7. Revisions to Academic Policy Grading Standards Access to Grades Class Attendance Religious Observance Academic Notice Academic Guidelines for Advancement and Dismissal a. Criteria for Advancement b. Remediation of Block Material c. Criteria for Dismissal Extended Time Curriculum Participation in Commencement Ceremonies Student Grievance Procedures Readmission Following Dismissal Withdrawals and Refunds Credit by Exam Prior to Admission Honor Code and Rules of Conduct Written Examinations Performance-Based Assessments Written Assignments and Projects Assigned Readings Block Evaluations Blackboard Posting Policy Student Printing Policy

8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.

22. Professional Behavior Expectations 23. Student Involvement in Lab Set Up and Clean Up 24. Policy on Copyright Protection of Educational Material

SECTION THREE: UMB Campus-Wide Policies (pages 37 39)

1. UMB Campus-Wide Policies 2. Fire Procedure

SECTION FOUR: Student Life (pages 40 56)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Transportation Dress Code Medical Issues Advice, Counseling and Support Services General Communication and Information Change of Name, Address and Phone Number Financial Aid Malpractice Insurance Lockers Faculty Mailboxes Faculty Offices Maintenance of the Department Policy on Cell Phones and Beepers Administrative Functions Class Officers Awards Honors University Recreation and Fitness Center American Physical Therapy Association Policy Regarding Closing of Campus

SECTION FIVE: Clinical Education (pages 57 60)

1. Introduction to Clinical Education 2. Roles and Responsibilities

APPENDICES (pages 61 84)

Entry-Level Doctor of Physical Therapy Course Descriptions APTA Core Documents APTA Code of Ethics APTA Guide for Professional Conduct Standards of Practice for Physical Therapy Medical Clearance Form Statement of Physician or Healthcare Provider Form Policy on Tutor Obtainment and Utilization Student Request Form for Tutor Obtainment and Utilization Tutor Contract Form Tutor Obtainment Form (Block Leader)

SECTION I Introduction

University of Maryland School of Medicine Department of Physical Therapy and Rehabilitation Science

MISSION STATEMENT The Department of Physical Therapy and Rehabilitation Science (PTRS) advocates for and advances societal health by optimizing wellness and human performance through excellence in education, research, clinical practice, and service. VISION By integrating education, research, clinical practice and service PTRS excels in: Graduating culturally competent professionals capable of delivering excellent clientcentered clinical care through critical thinking, evidence based practice, and lifelong learning. Providing new knowledge and evidence that enhances rehabilitation science and supports clinical practice through expertise, innovation, technology, and science. Guiding and promoting the physical therapy profession and rehabilitation science through engagement with scientific and professional organizations as well as local, national, and international communities.

Based on a collegial philosophy and in concert with the School of Medicine (SOM), The University of Maryland Medical System, our Alumni, and the American Physical Therapy Association, we advance preventive and rehabilitative health care for the citizens of Maryland. STATEMENT OF VALUES These are the values that serve as a basis for PTRS to fulfill its mission and achieve its vision: Excellence Leadership Diversity, cultural competence, and inclusivity Social responsibility Collaboration and communication Respect, ethical behavior, integrity, and professionalism Fiscal responsibility

STATEMENT OF PHILOSOPHY The faculty of PTRS at University of Maryland SOM embraces the values, concepts and beliefs represented by the following statement of philosophy: We believe that physical therapy, as a profession, is concerned with providing health care services to a society distinguished by: diversity in age, gender, race, culture/ethnicity, as well as, socioeconomic and educational status. The continuing evolution of the health care delivery system will create additional demands for physical therapy services, although the nature of those demands is as yet unknown. Physical therapy has been defined as "...a health profession, whose primary purpose is the promotion of optimal human health and function through the application of scientific principles to prevent, identify, assess, correct, or alleviate acute or prolonged movement dysfunction. Physical therapy encompasses areas of specialized competence, and includes the development of new principles and applications to more effectively meet existing and emerging health needs.

Other professional activities that serve the purpose of physical therapy are research, education, consultation, and administration." (Verbatim Minutes: House of Delegates. Alexandria, VA, American Physical Therapy Association, June 1983). While the focus of physical therapy services traditionally has emphasized restoration of function in individuals impaired by injury or illness, the scope of practice today is expanded to include the prevention of illness and movement dysfunction. In addition, physical therapy services in the future will include health-promoting activities that are designed to maintain the integrity of all of the body's systems throughout the lifespan. As a result, physical therapy services in the foreseeable future will be obliged to take a more holistic approach to the delivery of health care. As a health scientist, the physical therapist has a multifaceted role in the health care system. Despite the anticipated changes in health care delivery systems, physical therapists will continue to practice in a variety of employment settings, including independent practice, that range from urban acute care hospitals to rural home health. In addition to the provision of direct patient care, physical therapists are responsible for consultation, research, teaching and participation in activities that promote the public welfare and advance the profession. Creation of a learning environment that both encourages the development of critical, independent thought and that provides for intellectual stimulation is essential to the preparation of the entry-level student in the Doctor of Physical Therapy (DPT) Program. Adequate human, fiscal, and other resources are essential for the development of the knowledge, skills, values, and professional behaviors that are required of physical therapists. It is also recognized that an opportunity to practice in a variety of treatment settings under the preceptorship of experienced clinical faculty is an essential component of the learning environment. The learner in this Department is an adult who has the innate capacity to engage in a professional curriculum that is both rigorous and demanding. The student is expected to accept responsibility for learning, as well as, be an active participant in the learning process. For the educational process of the DPT Program to be effective, a team of highly professional educators with varied practice and research backgrounds work to teach and mentor students. A balance of academic and professional preparation among the academic and clinical faculty members is important for a stable, productive, and complementary faculty to function and develop. The faculty should serve as role models in the community, the Department, the institution and the profession through their active involvement on University of Maryland Baltimore (UMB) and American Physical Therapy Association (APTA) committees and boards, as well as through community events that highlight physical therapists as health care providers. The DPT curriculum is based on a plan designed to prepare physical therapy students to function as independent practitioners upon graduation. To facilitate this, the curriculum is integrated through the use of blocked courses, team teaching, and patient contact in the classroom and in clinical education settings. TECHNICAL STANDARDS Essential Requirements for Admission, Academic Advancement and Graduation The goal of the University of Maryland School of Medicine Department of Physical Therapy and Rehabilitation Science (PTRS) is to graduate competent and professional entry-level physical therapists. The Admissions Committee exercises judgment on behalf of the faculty to select the entering class, and to consider character, extracurricular achievement, and overall suitability for the physical therapy profession based upon information in the application, letters of recommendation and personal interviews. Applicants and students will be judged not only on

their scholastic achievement and abilities, but also on their intellectual, physical, emotional, and behavioral capacities to meet the essential requirements of the PTRS curriculum. Physical therapy education requires that the accumulation of scientific knowledge be accompanied by the simultaneous acquisition of skills and professional attitudes and behavior. All courses in the curriculum, including ongoing self-directed learning, are required in order to develop the essential knowledge, attitudes and skills required to become a competent and professional physical therapist. Graduates of the doctor of physical therapy program must have the attitudes, knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. In addition to being essential to the successful completion of the academic program, these attributes are necessary to ensure the health and safety of patients, fellow students, faculty, caregivers and other health care providers. PTRS will consider for admission and continued academic advancement any individual who demonstrates the ability and capacity to perform the skills referred to in this document. Deficiencies in knowledge base, judgment, integrity, character, professionalism, attitude, and demeanor which may jeopardize safety or compromise the educational process may be grounds for block failure and possible dismissal. Aptitudes, Abilities, and Skills The following aptitudes, abilities, and skills are required of each applicant and student to participate in the educational curriculum at PTRS; this list is by no means exhaustive. 1. Observation A student must observe with functional use of vision, hearing, touch, and other somatosensations. Standards include: a. Observation of movement patterns performed by fellow students, patients, simulated patients, caregivers, volunteers, and faculty. b. Observation of activities and behaviors demonstrated by fellow students, patients, simulated patients, caregivers, volunteers, and faculty. c. Observation of signs indicating patient or simulated patient status, such as: color and temperature of skin, soft tissue, wounds, respiratory rate, heart rate, heart and lung sounds, muscle tone, facial expressions, tone and volume of voice. d. Reading information from course materials, patient medical record, diagnostic tests, and equipment. e. Monitoring dials, displays and parts of equipment related to patient care, clinical environments, and classrooms. 2. Communication A student must be able to communicate in a professional manner in written, verbal and nonverbal forms. Standards include: a. Professional communication with fellow students, faculty, staff, patients, caregivers, health care team members and the public. b. Obtaining and recording patient history, evaluation and plan of care. c. Reporting orally and in writing using the English language to fellow students, faculty, staff, patients, caregivers, health care team members and insurance companies. d. Responding to verbal and written communications from fellow students, faculty, staff, patients, caregivers and other health care team members. e. Participating in student, curricular and community group activities. f. Initiate communications with fellow students, faculty, staff, patients, caregivers and other professional disciplines in order to ensure standard of care.

g. Applying teaching principles for caregiver or simulated caregiver psychomotor skill development to manage patients, simulated patients and faculty in educational and clinical activities. 3. Sensorimotor (Psychomotor) Skills, Coordination, and Function A student must have mobility, coordination, gross and fine motor skills. Standards include: a. Gross Motor Skills i. Ability to lift, push, pull and carry patients, simulated patients and equipment necessary for educational and clinical activities. ii. Ability to generate and apply force (strength and power) with all body parts necessary for educational and clinical activities. iii. Adequate joint and soft tissue range of motion and flexibility to perform educational and clinical activities. iv. Applying timely reactions to maintain safety of patients, simulated patients, caregivers and equipment necessary for educational and clinical activities. v. Applying body mechanic principles to maintain safety of self, fellow students, patients, simulated patients, caregivers and equipment necessary for educational and clinical activities. b. Fine Motor and Coordination Skills i. Applying somatosensory skills to safely examine fellow students, patients, simulated patients and equipment necessary for educational and clinical activities. ii. Applying somatosensory skills to safely manage and perform therapeutic interventions with fellow students, patients, simulated patients and equipment necessary for educational and clinical activities. iii. Utilizing hand dexterity for safe fellow student, simulated patient, patient, caregiver and equipment management as required for educational and clinical activities. 4. Cognition A student must have the requisite cognitive abilities necessary for timely problem solving, safety judgment, and reasoning in educational and clinical settings. Standards include: a. Measurement, calculation, analysis, comprehension, integration, and synthesis of a large body of knowledge. b. Assimilation and comprehension of information from written sources such as textbooks, published literature, internet, and presentations. c. Utilization of a variety of verbal, non-verbal, and electronic communications. d. Self-assessment of performance to continually improve professional skills. e. Integration of cognitive with psychomotor skills. f. Utilization of critical thinking skills and creation of effective solutions in all aspects of the program. 5. Behavioral and Social Attributes A student must possess the maturity, emotional health, social and behavioral skills, along with the physical abilities required to fulfill all responsibilities in educational and clinical settings. Standards include: a. Recognition and demonstration of respect for nondiscrimination, including individual differences related to cultural, ethnic, gender, religious, disability or socioeconomic status among faculty, students, staff, patients, caregivers, and other health care professionals. b. Harmonious relationships with others, including peers, faculty/staff, other members of the health care team and community. c. Participation in collegial group and team activities. d. Demonstration of ethical and professional behaviors that protect the safety and wellbeing of fellow students, faculty, staff, patients, simulated patients, and caregivers. e. Management of personal stress in a reasonable manner. f. Ability to tolerate physically taxing workloads.

g. Demonstration of flexibility and adaptability to changing situations and uncertainty. h. Acceptance of constructive criticism or feedback; and, if appropriate, demonstration of behavior modification in response. i. Maintenance of personal hygiene at all times. j. Adherence to timeliness and attendance requirements k. Transportation to curricular on-campus and off-campus locations and activities. l. Performance of emergency procedures such as CPR and Basic First Aid. Students must also comply with University immunization requirements, as outlined in V - 1.00(A) UMB IMMUNIZATION POLICY. See the following link for information: http://cf.umaryland.edu/umpolicies/usmpolicyInfo.cfm?polid=371&section=all Students and Applicants with Disabilities In accordance with applicable federal and state laws regarding disabilities such as Section 504 of the 1973 Vocational Rehabilitation Act and PL 101-336, the Americans with Disabilities Act (ADA), PTRS is committed to make reasonable accommodations for any qualified individual with an identified disability. An applicant who is otherwise qualified will not be disqualified from consideration solely due to a disability. PTRS maintains certain minimum technical standards that must be present in the applicant and enrolled student. Since laws do not require accommodations that fundamentally alter the nature of the program, PTRS students with disabilities must meet the same essential functions and technical standards as non-disabled students, either with or without reasonable accommodation. The use of a trained intermediary is not acceptable if a students judgment or skill are mediated by reliance upon someone elses knowledge or clinical ability. It is the responsibility of the applicant or student to disclose the disability to the University if reasonable accommodations are potentially needed. PTRS has designated the Office of Educational Support and Disability Services (ESDS) to receive disclosure from students and applicants about disability and engage in the interactive process of documenting a disability to determine and arrange reasonable accommodation. Prospective students are encouraged to meet with ESDS prior to application or admission to discuss individual needs. Once a student is enrolled, requests for accommodation should be initiated with ESDS prior to the start of each semester to enable ESDS and PTRS sufficient time to review and appropriately respond to the request before the start of academic activities. Retroactive accommodations are not provided. Please contact the office via the online form or email: Office of Educational Support and Disability Services SMC Campus Center 621 W. Lombard Street, Suite 302 Baltimore, MD 21201 410-706-5889 disabilityservices@umaryland.edu http://www.umaryland.edu/disabilityservices Disability Disclosure and Reasonable Accommodations Form:
http://www.umaryland.edu/disabilityservices/for_students/request_accommodation.html

Hearing impaired - Maryland Relay Service 711 in Maryland or 800-735-2258 elsewhere.

GENERAL EDUCATIONAL OBJECTIVES The general educational (curricular) goals of the DPT Program were developed to conform to and advance the teaching and service missions of PTRS. The following Essential Functions reflect the broad goals of the DPT program to graduate generalist physical therapists that are skillfully able to: 1. Function as an entry-level independent point of entry provider of physical habilitation and rehabilitation services. 2. Effectively examine, evaluate, diagnose, and provide appropriate interventions for primary, secondary, and tertiary physical impairments, functional limitations, and disabilities across the lifespan. 3. Autonomously practice in a variety of clinical and non-traditional settings. 4. Provide guidance and interventions to promote wellness and prevention and to enhance the physical performance of persons in the community. 5. Effectively communicate orally and in writing with patients/families, colleagues, other health care professionals and the general public. 6. Contribute to the management of physical therapy services, administration, marketing strategies, and fiscal responsibilities within a practice setting. 7. Initiate a plan of lifelong learning. 8. Participate as professional and civic leaders to advance the profession of physical therapy. 9. Use evidence as a basis for critical thinking, decision-making and independent practice.

CURRICULAR OBJECTIVES Goals and objectives of the DPT Program are to: Admit students with a broad base of general knowledge, as exemplified by the possession of a baccalaureate degree inclusive of liberal arts requirements taken in the pre-professional curriculum. Advance the student's capacity for thinking analytically and critically in the spirit of scientific inquiry. Contribute to the student's ability to communicate effectively, both orally and in writing, with patients/families and other health care providers. Cultivate a level of clinical competence so that graduates will be able to provide effective, efficient, and humanistic health care in a variety of practice settings. Expand the student's ability to appreciate the contributions of research through discussions of research design, measurement and statistical analysis, as it helps to expand the knowledge base of the physical therapy profession. Provide opportunities for students to gain expertise in areas of their personal interest by exposure to various clinical specialties.

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Influence the student's participation in governance activities related to health care delivery systems and the promotion of public welfare. Develop the student's ability to manage and administer the delivery of physical therapy services. Encourage the student to participate in activities that promote the advancement of the profession. Promote the student's ability to create a life-long plan of continuing personal and professional development.

CURRICULUM OVERVIEW The Doctor of Physical Therapy is a three year curriculum beginning in the summer of the first year. The curriculum is integrated through the use of blocked courses (blocks), multidisciplinary team teaching, and integrated patient content. In addition to the block format of concentrated courses in designated periods, blocks are integrated by a series of threads that focus on the development of professional skills. Threads in the curricular plan appear throughout the curriculum and are evident in behavioral objectives of the blocks. The PTRS curricular threads are: Lifespan Orientation Documentation Critical Thinking Clinical/Patient Relevance Professional Interaction Cultural Competency Giving/Receiving Feedback The first year of the program begins with a systems-oriented approach to the foundational sciences and is followed by instruction in the performance of clinically relevant, system-specific and age-appropriate examination and intervention skills. There are also two blocks of Professional Issues, integration opportunities to highlight clinical relevance, and critical thinking, Seminars for Evidence-Based Practice, and the first block of information relative to Medical Issues. The second year of the program introduces the knowledge, skills and clinical decision making necessary for inpatient and outpatient care settings, and focused instruction in musculoskeletal and neuromuscular disorders. Further, there is exposure to underserved patient populations, an additional block of Professional Issues, and Seminars for Evidence-Based Practice. Woven throughout this year are integration labs for independent practice, heightened patient exposure, and Part-Time Affiliation to facilitate synthesis of all information presented thus far in the curriculum. Prior to entering the third academic year, students must successfully pass Clinical Qualifying Measures, which encompasses summary competencies and skills. The third year is dedicated to 34 weeks of practical experience in a variety of clinical and nontraditional settings, subdivided into three separate clinical internships. These opportunities are back-loaded in the curriculum to enable the student to possess all needed skills to examine, evaluate, diagnose, and intervene appropriately for primary, secondary, and tertiary physical impairments, functional limitations, and disabilities. Throughout the curriculum the specific block content is determined by: 1) the goals and threads of the curricular plan, 2) feedback from clinicians and students, 3) The Guide to Physical Therapist Practice, Volumes I and II and, 4) current literature on physical therapy teaching and practice.

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Entry Level Doctor of Physical Therapy Curriculum Schedule

Year One
Summer Basic Sciences I Professional Issues I Fall Basic Sciences II Spring Basic Sciences III Professional Issues II

Year Two
Summer Medical Issues Rural Health Care Delivery or Underserved Population Project Fall Musculoskeletal I Neuromuscular I Part-Time Affiliation I Spring Musculoskeletal II Neuromuscular II Professional Issues III Part-Time Affiliation II Clinical Qualifying Measures

Year Three
Summer Internship I Fall Internship II Spring Internship III

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ORGANIZATIONAL STRUCTURE OF THE PROGRAM The organizational structure of PTRS is designed to maximize efficient processes in order to achieve the Mission of the Department. The following role descriptions of administrators within the Department are provided so that students can be aware of how the Department functions and the portfolios of its leadership so that they can better participate in its governance through their elected student officers. Chair of the Department The Chair of PTRS guides and directs the vision for the educational and research programs. In addition to this internal responsibility, the Chair represents the department to all external communities and entities on the local, national and international level. The Chair interfaces with the Dean of the School of Medicine and other University Officers to advocate for the program, its current needs and future projections. The position of the Chair at the apex of the organizational chart indicates that all entities within the department are ultimately responsible to the Chair. The Interim Department Chair is Dr. Mark Rogers Department Administrator The Administrator supervises the overall financial and administrative functions of the department. This includes the responsibility to develop and implement all budgets, as well as managing and administering grants, contracts, pre-award and post-award activities related to research. The Administrator also provides supervision for all administrative staff and human resources functions. Policies and procedures are developed by the Administrator to assure a cohesive and effective teaching and research program. The Department Administrator is Ms. Karen Sack Director of the PhD Program The Director of the PhD Program administers the PTRS terminal degree in Physical Rehabilitation Science, which appeals to scientists from physical therapy and other disciplines. The Director also guides the joint DPT/PhD degree, in a curriculum that combines both the entry-level DPT and the terminal PhD degrees. The department has ongoing cutting-edge research focused mainly on neuromotor control and rehabilitation and the Director is integrally involved in obtaining, conducting and administering grant funding for this research. The Director of the PhD Program is Dr. Larry Forrester Director of the DPT Program The Director of the DPT Program is responsible for the curriculum and fulfillment of the educational objectives of the DPT program. In this role, the Director works with faculty, staff and students to ensure that all accreditation standards are being met; that the Program offers a dynamic and substantive place for students to learn and for faculty to deliver high-quality teaching and mentoring. The Director of the DPT Program directs the academic advancement of students and manages the policies and procedures that govern the Program. The Director of the DPT Program is Dr. Susan M. Baker Director of Clinical Education The Director of Clinical Education has the primary role and responsibility to develop, coordinate, administer, and evaluate the clinical education portion of the academic program. The Director also is the faculty member who is responsible for determining student grades for the Clinical Education blocks that occur in the second and third year of the curriculum. The Director maintains communication with students during their clinical internships and with the clinical supervisors and staff at partnering facilities. The Director of Clinical Education is Dr. E. Anne Reicherter

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Director of Student Services The Director of Student Services advises current and prospective students on PTRS policies related to admission, matriculation through the program, academic advancement and graduation. If a student needs to access campus resources for academic success, or to withdraw, take a leave of absence or file a grievance, the Director is available to assist. The Director also liaisons with campus offices, such as Financial Assistance, Records, Counseling Center, Student Accounting, Student Health Center, and makes referrals as needed. The Director of Student Services is Ms. Angel Jackson DPT Program Coordinator The DPT Coordinator endeavors to ensure that program processes which impact students are efficient and effective. This includes planning and coordinating professional and administrative activities related to operational aspects of the program. The Coordinator is a point of contact for block-related activities, such as Blackboard postings, lab maintenance, room scheduling, proctoring examinations and providing resources. The Coordinator also assists with textbook ordering, coordinating Block events and compiling the confidential post-block evaluation data. The DPT Coordinator is Ms. Aynsley Hamel Director of Instructional Technology The Director Instructional Technology is responsible for the management of technological service and support to all faculty, staff, and students within the department. In addition to providing Instructional Technology, the Director also manages the areas of Information Technology and Audio-Visual Technology. The Director actively works with administration, along with faculty, staff and students to plan for present and future technology initiatives so that the program is equipped to achieve its educational, research and service objectives. The Director of Instructional Technology is Mr. Jeff Hawk CORE AND ADJUNCT FACULTY The faculty forms the basis of academic experiences and guidance for students and represents many years of clinical, educational and professional experience. There are two designations for faculty: core and adjunct. Core faculty represents the fundamental teaching unit of the program. All core faculty at PTRS are doctorally prepared and participate in ongoing development of teaching and assessment skills. The faculty to student ratio is optimal so that students have access to core faculty in the classroom, labs, and offices. Students are encouraged to get to know core faculty and establish relationships that will form the basis of professional interactions during and after professional education. Adjunct faculty are non-core faculty that assist with teaching in the program by delivering both didactic and laboratory teaching. Having adjunct faculty is a distinct advantage at PTRS, in that adjuncts represent clinical expertise, can provide mentoring opportunities and are professional role models, along with the core faculty. Block leaders are core faculty with the responsibility of organizing and administering each block in the curriculum. This responsibility includes determining the schedule for activities within the block, the faculty who teach within the block, and the reporting of grades based on student performance during the block according to guidelines outlined in the syllabus. Each block syllabus designates the block leader and students should communicate with the block leader regarding the block. Students may seek academic advisement from core faculty members by visiting their office. It is recommended that an appointment be made to meet with faculty. Students may also receive advisement regarding academic issues or progression from the Director of the DPT Program and the Director of Student Services.

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RESEARCH AND PROFESSIONAL INTERESTS OF THE CORE FACULTY The Department is committed to foster research and scholarship in a broad array of topics pertinent to physical therapy. The interests of the faculty represent basic, applied and clinical research applicable in a variety of practice areas related to physical therapy. Gad Alon Susan Baker Electrotherapy; management of pathological movements Collaborative physical therapy goal-setting; public health and health disparity issues in PT practice; geriatric rehabilitation Human anatomy with specific interest in the role anatomical variations has on differential diagnosis; service learning; performing arts; geriatric rehabilitation Validation of clinical prediction rules, spinal manipulation and peripheral joint manipulation and exercise in conjunction with cognitive behavioral therapy for chronic low-back pain Stroke rehabilitation through exercise-induced neuroplasticity; robotics applications in stroke rehabilitation Leadership; management; measuring the cross-cultural adaptability of graduate students with immersion experiences in non-native cultures, the integration of evidence on a variety of topics into clinical practice, including recovery post stroke, wellness, and the use of supported standing devices Distance education; interdisciplinary education, role of physical therapy in public health issues (i.e., obesity) Infant supine sleeping on body structure, body function, motor development, and environmental participation; prevention program for the mother/infant diad to enhance development and minimize the impacts of plagiocephaly; cerebral palsy Balance and vestibular rehabilitation in adults, and fall prevention in older adults Rehabilitation after burns Intracortical inhibition and excitation with unilateral and bilateral training; recovery and neuroplasticity of the central nervous system with bilateral training of the upper extremity post-stroke Clinical measures and interventions related to adult balance, fall prevention and stroke. Actively participates in research project implementation and regulatory oversight Health literacy and health disparities; health profession education research Interaction of neuromotor, biomechanical, and behavioral processes that control human balance and movement and their disorders in aging and adults with chronic functional limitations

Vincent Conroy

Roy Film

Larry Forrester

Leslie Glickman

Karen Gordes

Janet Hale

Linda Horn

Tonas Kalil Sandy McCombe-Waller

Michelle Prettyman

Anne Reicherter

Mark Rogers

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due to central nervous system (CNS) damage such as Parkinsons disease and stroke Mary Rodgers Rehabilitation biomechanics, functional performance and neuromuscular mechanisms Neuromotor control and motor learning in nondisabled individuals and persons with stroke and hemiparesis; particularly in the use of motor adaptation to improve the safety and function of persons whose mobility is compromised by disease and/or increased fall risk Effects of physical therapy on weaning long term mechanical ventilated patients and a collaborative model between nursing and rehabilitation staff in restoring function in geriatric patients who are admitted to shock trauma units Understanding the neural mechanisms of recovery after stroke with the overall goal of developing targeted and novel interventions to optimize motor learning in this population Sensory motor development and rehabilitation related to children with developmental coordination disorders and adults with stroke particularly novel interventions in both UE and LE paradigms with the goal of understanding the mechanisms of recovery and learning how to optimize the interventions across different levels of impairment

Douglas Savin

Chris Wells

Kelly Westlake

Jill Whitall

STAFF AND RESOURCE SUPPORT Staff members within the program provide assistance to students, faculty, and administration and are skilled in the areas of their job performance. Students often seek the assistance of staff, recognizing the resources and support they can provide. There are members of the staff in the following offices: Chair and Department Administrator (Room 131) DPT Program (Room 115) Clinical Education (Room 315) Research Program (Room 236) Information Technology (Room 201)

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STUDENT PORTFOLIOS Each student is required to maintain a student portfolio as part of their physical therapy program requirements. The actual file will be kept by the student starting in Professional Issues 1. Faculty will review and discuss Portfolio contents with the student in Professional Issues 1 in preparation for the finalization of the project in Professional Issues 3. There are several purposes of establishing and maintaining individual student portfolios. They include: 1. Provision of a single place for the student to store artifacts from the educational experience. 2. Opportunity for the student to set yearly professional and educational goals. 3. Written mechanism / record for student monitoring of both personal and professional growth throughout the physical therapy curriculum. 4. Assessment of the curriculum through student reflections on coursework and resulting knowledge base. 5. Mechanism for student assessment of achievements, knowledge acquired and experiences. 6. Opportunity for reflection on development with regards to the affective domain of learning. The portfolio is a file / notebook that contains artifacts representing the students experience as a physical therapy student. Items in the portfolio may include: Grade reports SOAP note examples Course papers Letters of reference/commendation Assessment of performance Independent study materials Research project materials In-service presentation materials Community service hours/experiences Clinical education experiences/paperwork Personal statements/Pinning Ceremony slide Letters/Cards received from people in the community/patients/clinical instructors Photos and / or graphics to highlight experiences Reflections on coursework, clinical work, student activities, professional events Certificates of completion / attendance at professional events Each artifact should be accompanied by a written explanation of its meaning: Why did the student choose to place it in the file? How does this artifact influence future thoughts and actions? Documentation within the portfolio provides an excellent opportunity for students to set and assess yearly goals. Records of this process should be maintained addressing: Why was the goal met or not met? What affect does meeting that goal have on the student? Why was meeting that goal important?

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SECTION 2 Academic Policies

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REVISIONS TO ACADEMIC POLICY Students must adhere to any revisions made to academic policy. The revision date will be clearly stated on the front of the Student Handbook and posted on the departmental website. Students are encouraged to review the Handbook every year to be familiar with PTRS policies. GRADING STANDARDS Each student is responsible for his / her academic work and progress. To progress satisfactorily, the quantitative and qualitative requirements of each block in the Department must be met. Faculty will assist, as needed or requested. The following symbols comprise the Department's grading system: Symbol A B C Quality Points 4 3 2 Definition Excellent mastery of the subject; outstanding scholarship Good mastery of the subject; good scholarship Acceptable mastery of the subject; usual achievement expected Failure to understand material to an acceptable level; borderline understanding; marginal performance. This grade does not represent satisfactory progress toward a degree and must be repeated: therefore it is viewed as a FAILURE in the physical therapy program. The D will remain on the transcript but the new grade will be calculated for the GPA (for example D /B). Incomplete. This grade is given only when a student has produced work that is qualitatively satisfactory, but due to exceptional circumstances, the student is unable to complete a small portion of the work in the block. The Incomplete must be converted to a grade within six weeks by the student submitting satisfactory work to complete the requirements of the block. The Incomplete grade will remain on the official transcript, but will not be used to calculate GPA (e.g. I/B). However, if satisfactory completion does not occur within the six week time frame, the I will be converted to an F grade. Failure to understand the subject; unsatisfactory level of performance. "F" will remain on the transcript but the new grade will be calculated for GPA. No Mark. This grade is given when work has been completed but the instructor is unable to complete the final evaluation and grade calculation for some reason. This grade is removed from the transcript after the calculation is complete.

NM

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WD

Withdrawal from all semester blocks. Dropping courses may be done only under special circumstances and with approval of the Director of the DPT Program. Students will not be allowed to drop a course only for poor academic performance. Withdrawal from a single block. Dropping courses may be done only under special circumstances and with approval of the Director of the DPT Program. Students will not be allowed to drop a course only for poor academic performance. Under certain circumstances, a student may register to audit a block. The audit notation will appear on the student's transcript. It will be required of the student that he/she attend a definite number of classes, as determined by the block instructor. Pass/Fail indicates satisfactory or unsatisfactory completion of the block requirements. This grading will be used only in those blocks designated by the department.

AU

P/F

ACCESS TO GRADES Students may access their grades through SURFS: Student UseR Friendly System via the UMB Office of Records and Registration: http://www.simsweb.umaryland.edu To access SURFS, enter both your student identification (ID) number (this number begins with @ and is NOT your social security number) - and your personal identification number (PIN). The first time you login to SURFS, your PIN will be your birth date in the format mmddyy. When finished, click Login. Students should also use SURFS for: Application for diploma Update changes in name, address, or phone Enrollment verification Degree certification Financial aid awards If there are any questions regarding course enrollment and/or grades, contact the PTRS Office of Student Services. Students may also request an official transcript via the UMB Office of Records and Registration: http://www.umaryland.edu/orr/. Click on Request for Official Transcript. Processing time is 3 to 5 days. There is no charge. Transcript requests will not be processed for students who have an outstanding financial obligation to the University. CLASS ATTENDANCE Class attendance is important to academic success at PTRS. When a student has to be absent from class, she / he should notify the block leader, bearing in mind that students are accountable for all work missed due to absence. When an absence is considered to be justifiable and / or unavoidable, the instructor may assist the student in making up work at a time that will not interfere with the progress of other students. Absenteeism from classes requiring student participation, such as laboratory sessions, group discussions, reports or demonstrations

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may be used in the overall evaluation of the student. A grade of "I" may be given until such work has been satisfactorily completed. Attendance at the internship blocks is mandatory. Reasons for absence NOT judged to be valid could result in work that is not able to be made up, or must be made up without the instructor's assistance.

RELIGIOUS OBSERVANCE As far as possible, faculty endeavor to avoid scheduling examinations on major religious holidays and PTRS works in conjunction with the SOM Scheduling of Academic Assignments on Dates of Religious Observances. However, occasionally conflicts may arise. Therefore, PTRS requires students to notify their block leader via email about any conflicts that may be present between a required religious observance and the following academic activities: 1. Written examinations 2. Performance-Based Assessments (PBAs) Notification of a conflict, including the religious holiday(s) and the date(s), must be sent to the block leader no later than seven class days after the beginning of a block. A copy of the notification should also be sent to the Director of Student Services and the Coordinator of the DPT Program. Failure to notify the block leader after the first seven class days of the block may result in no accommodations being made for the religious observance. After the student has notified the block leader of their need for accommodation, the block leader and the student will determine a mutually agreed-upon date to take the exam within one week after the scheduled exam date, or as arranged. This policy does not apply to written assignments, as there is sufficient time to plan ahead to complete them. It also does not cover participation in clinical affiliations or internships, which should be discussed with the Director of Clinical Education prior to the assignment of clinical sites. ACADEMIC NOTICE If a student does not achieve the passing standard on any written examination, PBA, Clinical Performance Instrument (CPI), or assignment, he / she will be given an Interim Block Notice (IBN) by the block leader. The IBN will contain information related to the academic deficit and the student is strongly encouraged to meet with the block leader or designated faculty member for direct feedback on areas needing improvement. The Director or the DPT Program also receives a copy of the IBN and regularly monitors the academic standing of students. Therefore, the Director may also be involved in recommendations to assist students in achieving academic success.

ACADEMIC GUIDELINES FOR ADVANCEMENT AND DISMISSAL At the close of each block, the Director of the DPT Program reviews the academic status of students and makes recommendations for advancement and dismissal according to the following criteria. These criteria have been approved by the Faculty of PTRS and the Dean of SOM. Generally, the Director is bound by these rules and criteria and only under extraordinary circumstances would any modifications to these criteria be made for individual students. Formal monitoring of all academic and advancement issues takes place by the Director of the DPT Program, including tutoring plans, conversion of incomplete grades or no mark grades, identification of passing status of students for all didactic blocks and internships, granting extensions or modifications of curriculum, counseling related to the curriculum, recommending dismissal, readmission to the program, and other academic matters.

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Criteria for Advancement 1. All blocks must be passed with a grade of C or better in order for a student to proceed in the curriculum. This includes both didactic and clinical internship blocks. If a student fails any block as result of receiving a grade of "D", "F", or repeated failure of a PBA, or failure of a project or paper, or failure to achieve an average of 70% for written examinations in the block; or if a student elects to delay academic progression for a years duration given presenting medical, psychological or other significant personal reasons, the student may not proceed to the following block. To ensure successful reentry into the established program curriculum, all out-of-sequence students will be provided with an Individualized Academic Preparation Plan (IAPP) wherein development activities are outlined. Failure to successfully meet the requirements and success indicators as outlined in the IAPP will prevent program re-entry. The Director of the DPT program acts to develop the IAPP in conjunction with the block leaders of both the Block to be repeated and the Block(s) that immediately follow in the Curriculum Schedule, the Director of Student Services, the student, and other faculty/individuals who may be designated, as appropriate. Completion of the IAPP will be embedded within course DPTE 532: Independent Study Educational Development with the number of credits reflective of individual circumstances. The credits received through enrollment in this course are above and beyond, not in lieu of, those required for graduation. Students are reminded of the departmental policy granting a 5.5 year maximum to complete the degree program. A written request for leave of absence (LOA) is to be made to the Director of the DPT Program only when complete separation of the student from academics is desired. Students who are actively participating in a for-credit IAPP need not apply for such leave. For those students requesting a LOA, completion of the IAPP remains a requirement prior to progressing within the established curriculum. Though it is strongly encouraged that the student completes the requirements of the IAPP within PTRS, consideration of alternate sites for completion of the outlined objectives and standards may occur based upon student written request. In some situations, return to the program and / or initiation of the IAPP will be contingent upon obtainment of necessary medical clearances. The administration and faculty reserve the right to make minor deviations under this protocol for academic reasons. Once a previously failed block is repeated and passed, the new passing grade will be substituted for the original grade so that the student can advance in the program, but an "F" will remain on the transcript. An exception to repeating the same block may be made for electives.

2.

3.

A non-pass grade awarded to an IAPP will be considered a second block failure and will result in a dismissal recommendation from the DPT program.

Remediation of Block Material Didactic Blocks: There will be no option for remediation should a student fail to successfully pass (grade of C or better) a didactic block. Students enrolled in Basic Science I / II / III and Professional Issues I / II who receive an IBN will be eligible for tutoring services, if desired and if available. Department-funded tutoring services are not available for students enrolled in Medical Issues, Musculoskeletal I /II, Neuromuscular I / II, Professional Issues III, Part-time Affiliations I / II, Full-time Internships I / II / III, or Clinical Qualifying Measures.

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In order to progress to the full-time clinical internship blocks, students are required to pass all components of the Clinical Qualifying Measure as designated in the block syllabus. Clinical Affiliation and Internship Blocks: There will be no option for remediation should a student fail to successfully pass an internship block. Guidelines for Faculty: Students will not be provided extra credit projects or extra work opportunities during the block for purposes of pulling up their grades. Students at risk for failing or who are having difficulty with the block material should be identified as soon as possible and provided early referral to the appropriate resources. This referral / intervention (along with any IBNs) should be documented and placed in the students record via the Director of the DPT Program. This will help ensure that all students are provided equal attention for successful completion of blocks and the acquisition of the necessary knowledge to pass the NPTE examination. A student who receives an incomplete ("I") grade must complete that block requirement within six weeks. The incomplete grade will be changed to an "F" grade if the incomplete is not satisfied. To remain in step with the curriculum, students will not be able to drop a block for academic reasons (except electives), but must complete all blocks in sequence and take all examinations for credit within each block. Criteria for Dismissal: A student will be recommended for dismissal in any one of the following circumstances: 1. Achieving an initial grade of D or F in any year one basic science (BS1, BS2, BS3) or professional issues (PI1, PI2) block. Achieving an initial grade of D or F in more than one clinical block (MI, MS1, MS2, NM1, NM2, PI1, PI2, PI3, CQM, IAPP) or clinical education block (PTA1, PTA2, I1, I2, I3) during the entire program. Failing to successfully pass (with a grade of "C" or better) the repeat of a previously failed block. This includes both didactic blocks and clinical internships. Dismissal of a student may also occur by a vote of the core faculty for reasons other than those specified above. These include, but are not limited to the following: Failure to meet academic requirements; Infraction of any University rules as outlined in the most recent edition of the campus Student Answer Book; Possessing a physical or mental health problem which, after reasonable and appropriate accommodation, still precludes academic progress of the student or interferes with the student's competence or patient safety in the practice of physical therapy; Behavior which displays a lack of professionalism as outlined in the Honor Code; Failure to observe the ethical and professional standards of the Physical Therapy profession as outlined by the APTAs Guide for Professional Conduct and Code of Ethics; Quality of performance;

2.

3.

4.

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Actions or behaviors which threaten the peace and safety of faculty, staff, students, patients, or community members.

EXTENDED TIME CURRICULUM Upon consideration of academic and/or personal circumstances, and approval of the Medical School Dean, the Chair may extend the time for completion of the curriculum. This may be done if this action is in the best interest of the student and the profession, and given that the circumstances justify the extension and there is reasonable expectation of success. A. Student initiated requests for such an extension are made to the Director of the DPT Program in writing and should include an account of the pertinent circumstances. The sequence of blocks in the extended-time curriculum will fall under the discretion of the Director of the DPT Program with advice from designated faculty/individuals, as appropriate. It is the student's responsibility to submit this request for consideration with as much advanced notice as is possible.

B.

C.

Time permitted to complete DPT degree: The time frame for all students to graduate is five and one-half (5.5) years. The extended completion time frame begins when the student completes the block in which they request an extension. PARTICIPATION IN COMMENCEMENT CEREMONIES The Department will post students for graduation in May and December only, pending successful completion of all requisite coursework and settling of all financial obligations to both the Department and the University. For those students receiving Financial Aid, an exit interview must occur prior to posting for graduation. Further, no student may participate in precommencement or commencement exercises until all coursework has been satisfactorily completed and graduation candidacy confirmed by the Department. STUDENT GRIEVANCE PROCEDURES (Updated and approved by Campus Legal, 3/30/07) Student grievance procedures are available to students who choose to grieve actions related to the application of academic and departmental policies and grading. The list which follows contains grievance-related information and should be reviewed prior to initiation of a grievance: Information Related to Student Grievance 1. In the case of a grievance pertaining to a grade, only failing grades may be appealed. A student is not permitted to appeal a grade categorized in the passing range. 2. Existing academic and departmental policies may not be grieved. However, a student may grieve the application of such standards if evidence suggests there to be arbitrary and capricious application of such policies. 3. Attorneys will not be allowed to represent formally either the grievant or the respondent during the grievance process.

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4. Once a decision has been rendered at any level/step of the procedures, a complaint may not be withdrawn by the grievant. 5. At each of the grievance levels, the grievant and involved parties shall be given the opportunity to present their case in writing and/or orally. Decisions at each level (with the exception of Step 1A) shall be documented and shall include supporting reasons. If a complaint is presented in the name of more than one person, all persons represented must sign the complaint. Copies of all complaints, decisions and recommendations shall be furnished promptly to all parties of interest. 6. No retaliation of any kind shall be taken by or against any party of legitimate interest or any legitimate participant in the grievance procedure by reason of such participation. 7. The proceedings and records of the grievance will be maintained in the students records. Good faith delays must be for good cause and approved by either the grievance committee chair or the Department Chair and the reasons therefore disclosed to all parties.

Procedures for Student Grievance Level One Step 1A: Student(s) with a complaint must present promptly his/her grievance orally to the person(s) involved. Step 1B: If the complaint is not resolved through Step 1A within three (3) business days, the grievant(s) may present a formal complaint in writing no later than five (5) business days after the oral presentation described in Step 1A. The formal complaint must be submitted using the approved Department Grievance Documentation Form (GDF), including supporting statement and evidence, to the Departments grievance committee through the grievance committees chair. Upon receipt of the GDF, the grievance committee chair will distribute the complaint to the committee which collectively will review and discuss the complaint. If there are no grounds for action, the grievance will be dismissed. In the case of a full committee review a copy of the formal complaint will be provided to the respondent; involved parties may be asked to meet with the committee and/or provide clarifying information to the committee. If requested, all parties should be prepared to address questions in a timely fashion, as set forth by the committee. Following the formal review of information, the grievance committee will render its decision within three (3) business days. This decision should clearly address the outlined complaint, but may also encompass further recommendations for student professional and academic success. The grievant(s) and respondent(s) shall be informed of the decision, in writing, by the grievance committee. Step 1C: The grievant(s) may file a written appeal of the Step 1B decision to the Department Chair within three (3) business days after receipt of the grievance committees decision. The Department Chair shall meet promptly with the student grievant(s) to give him/her an opportunity to be heard. The Chair may choose to meet with others, as appropriate. The Chair will issue his/her written decision as soon as possible; the Chair is not bound by the decision(s)/recommendation(s) of the grievance committee.

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Department of Physical Therapy and Rehabilitation Science Grievance Documentation Form

Name of Grievant:

Date:

Contact information of Grievant: o Email: o Mailing address: o Phone: o Cell Phone: Block/Instructor Involved in Grievance: Succinctly state the reason(s) for this grievance:

Do you have supporting documentation/data (e.g. copy of exam or paper, witnesses or corroborating parties, etc.) for this grievance? Yes No If Yes: Attach bulleted list briefly summarizing documentation/data along with the documentation/data itself. If No: Attach a brief summary of why the Grievance Committee should convene to formally address your grievance.

If there is additional information you feel the Grievance Committee should have to make an informed decision, attach a brief summary. For Grievance Committee Chair Use Only Date Received: Action: Documentation Included: Yes No

Entertain Grievance: Convene Full Committee Dismiss Grievance: Alert Student of Decision in Writing Reason for Dismissal of Grievance: Lack of Sufficient Data Inappropriate Grounds for the Grievance

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READMISSION FOLLOWING DISMISSAL Any student desiring to be readmitted may petition the faculty for consideration by submitting all supporting documents to the Director of Student Services for processing. The student must meet all current admissions requirements and in addition, must receive an affirmative vote for re-admission from a two-thirds (2/3) majority of the faculty present at a duly called faculty meeting.

WITHDRAWALS AND REFUNDS Students who wish to leave PTRS/SOM at any time during the academic year are required to file a letter of resignation with the Department Chair. In addition, an Application for Withdrawal form bearing the proper signatures must be filed with the Registrar's Office. The student must satisfy the authorities that he / she has no outstanding obligations to the school and must return his/her student identification card. CREDIT BY EXAMINATION PRIOR TO ADMISSION Blocks within the Department may, in certain cases, be satisfactorily completed under "credit by examinations" procedures. Students with comparable coursework covered in a given block may request to act as a teaching assistant for the block in question. The duties and responsibilities of these teaching assistants will be determined by the block instructors. Students will still need to register for this class. HONOR CODE AND RULES OF CONDUCT The Honor Code of the University of Maryland School of Medicine/PTRS is based upon the earned status of all members of the community as effective and committed scholars of physical medicine and rehabilitation science who are persons of integrity and honesty. It places the responsibility for ethical behavior squarely upon each individual and requires peer review of questionable behavior. The Honor Code is an important element in physical therapy education and it is believed that the majority of physical therapy students will conduct themselves in an honorable fashion. Each member of the academic community is given notice that joining this community voluntarily commits the individual to accept and uphold the values and principles espoused in the Honor Code. Such values do not impinge upon personal opinion or promote controversial ideas, but characterize the obligation of health professionals and scientists to truth, honesty, service to patients before oneself and fairness among colleagues. The individual pursuit of excellence is encouraged but does not permit an individual to ignore the society in which the effort takes place. In addition, the PTRS Honor Code adheres to the American Physical Therapy Association (APTA) Guide for Professional Conduct, which provides guidelines by which physical therapists may determine the propriety of their conduct. It is also intended to guide the professional development of physical therapist students. (Guide to Physical Therapist Practice, Appendix 3, 2003) The following principles are articulated in the Guide and relate specifically to the students professional education: Principle 1: Attitude of a physical therapist toward others Principle 2: Trustworthy actions, truthful communications and confidentiality Principle 5: Responsibility for self-assessment Principle 11: Respect for the rights, knowledge and skills of others

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PTRS regards all standards of the Guide as comprehensive and requires students to incorporate these principles in their interactions with faculty, staff and peers. Later, as students progress through the clinical components of the curriculum, they will be required to incorporate these principles in their daily interactions with clinical instructors, patients and community members.

General Principles of the PTRS Honor Code 1. Decorum, civility and respect for others are the foundation of professional behavior and responsible communication. a. Each student has the responsibility to conduct himself / herself in accordance with the principles of the Honor Code. This responsibility includes the reporting of all observed infractions to the block leader, and / or the Director of the DPT Program, and / or the appropriate class officer, and / or other appropriate person. b. Faculty members, since they are frequently in the best position to observe or to receive reports of such behavior, have the responsibility to bring observed or reported unethical behavior to the Director of the DPT Program. c. Behavior shown to lack decorum and / or result in irresponsible actions or communication will result in disciplinary action. a. Disciplinary action for an initial infraction may include completion of a Professional Development Contract. b. Disciplinary action for a second infraction may include reduction in the final grade for the Block by one full letter grade. c. Disciplinary action for a third infraction may include recommendation for dismissal or failure of the block. (Refer to Criteria for Dismissal #3) 2. Cheating is unethical behavior. a. Copying the work of another student during an examination is cheating. Cheating also includes the acquisition of prior knowledge of the examination content by any unauthorized process and the receiving or giving of relevant information during the examination by any means which are inconsistent with the type of examination. b. All work given in the spirit of individual initiative should be carried out in the same spirit. No one should report work as his or her own if others contributed to it or if material produced by others is included without reference. c. Reported incidents of cheating will be referred to the SOM Judicial Board. If proven, disciplinary action will be identified by the Board and may include dismissal. (See SOM Judicial Board policies) 3. The School of Medicine is best served by the reporting and judicial review of all alleged infractions of the Honor Code. Students and faculty who fail to report infractions, or who publicly or privately make accusations of unethical behavior without reporting such behavior to the Judicial Board, are behaving in an unethical manner. Each student will affirm in writing his / her acceptance of the Honor Code and Rules of Conduct as cited below. The statements affirmed by students shall be as follows: 1. I pledge to exercise professionalism, decorum and civility in communication and act in a manner respectful of others. 2. I pledge to honor the academic confidentiality entitled to all students.

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3. I pledge to maintain confidentiality with patient information and understand that this encompasses my spoken and written communications, including social media and other technologies. 4. I pledge that I will not seek knowledge of any assessment measure, prior to its administration, by any unauthorized process. Unauthorized process is defined as any method not specifically approved by the Department; it includes the transmission of assessment content to others outside the normal institutional process. 5. I pledge that I will not give information regarding components of the assessment measure to any student during or after the assessment, and I will not receive information relevant to the assessment from any student during the assessment. 6. I pledge that I will not reproduce the assessment in any manner for personal use or for distribution to others. 7. I pledge that if made aware of any information regarding the assessment measure prior to or after its administration by any unauthorized process, I will immediately (within 24 hours) relate this information via email or in person to the Block Leader and/or Director of the DPT Program. 8. I acknowledge that failure to adhere to the Honor Code and Rules of Conduct will result in disciplinary action. Physical Therapy is a profession that demands the highest ethical behavior from its practitioners. As a health care professional, the physical therapist enjoys a high degree of public confidence and trust and must govern his / her professional practice with this public trust consistently in mind. In our society, the health care practitioner functions on the basis of selfdiscipline rather than imposed regulation. Acceptance of this Code of Conduct represents the student's desire to fully prepare for the obligations of the physical therapy profession.

I have read, accept and will uphold the Honor Code and Rules of Conduct as outlined.

Student Name (print):___________________________________________

Student Name (signature): _______________________________________

Date: __________________

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GUIDELINES REGARDING ACADEMIC ACTIVITIES AND PROFESSIONALISM WRITTEN EXAMINATIONS Examinations will be given only in the scheduled rooms, unless advanced arrangements have been made with the instructor. Students should plan to arrive in the test area five minutes before the examination starting time. All examinations are conducted in accordance with the guidelines outlined on the cover of all examinations, which are as follows: Leave all coats, bags, books, papers, cell phones and other electronic devices in the front of the room. No talking, sharing of answers or looking at the exam of another student is permitted and, if done, is a violation of the Honor Code. Do not leave the exam room prior to completing your exam. When finished, give your exam to the proctor or follow other instructions, if given. (Please note this is at the discretion of the faculty member. The faculty member will inform you if there is any change to this guideline for their exam only.) Spread out across the room, leaving at least one seat between you and the next person. If you fail to do this, you may be asked to move. The exam proctor will not answer questions during the exam. If you have a question, use the last page of the exam to write your concerns to the professor. Inquiries are limited to a maximum of four items. A faculty member may be present for a limited time to answer questions, but will only answer questions until the first student completes his/her exam; after that, no more questions will be answered. The proctor will announce when / if faculty will be present at the start of the examination.

In addition to the examination guidelines above, these rules will also apply to written examinations, unless notified by the instructor or designated proctor: 1. The faculty will inform the students in advance of the time (starting and finishing), place and grading policy of the examination. This may be accomplished through the mechanism of printed schedules. In addition, any special rules for the conduct of a given examination will be clearly stated in advance. 2. A proctor may be present during examinations at the discretion of the instructor. 3. The faculty is strongly advised to provide two (2) sets of examinations with the same questions in different order. 4. There are a wide variety of testing mechanisms used to assess student mastery of block material. Faculty members opting to use the multiple-choice format will follow the framework of the Federation of Physical Therapy Examiners professional exam. These guidelines will not limit the creativity of any instructor, but will ensure consistency in the testing procedures. A multiple choice test format should adhere to the following criteria: a. Include a maximum of four possible solutions (one correct answer and three distractors) b. The answer must be completely contained within one choice (i.e.: this rules out the use of responses including: a and b; all of the above except c; a,b,c but not d; none of the above; all of the above) c. Question stems should avoid extraneous information that does not pertain to the possible responses d. Responses may be in the form of complete sentences, or in partial sentences that complete the statement raised in the stem of the question. e. Students are provided 90 seconds per test question to read and answer the item

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Use of the multiple-choice format does not eliminate the instructors ability to test with other methods, including: true/false; short answer; essay; practical skills assessment; oral presentation; written projects; etc. 5. Students are permitted to provide faculty with feedback during written examinations to express concern regarding the clarity of a specific question(s). Faculty will not respond to individual student inquiries, but will utilize the feedback to inform future action; namely, to help interpret current testing data or to improve upon question clarity for subsequent assessments. No individual credit will be awarded to students who submit in-class petitions. Post-examination discussions between the student and faculty member will be in the spirit of learning/understanding and not for acquisition of additional points. 6. Determination of exam question suitability will follow established Departmental psychometric guidelines. As such, in regard to written examination question analysis: a. No curves or class wide adjustments may be made to any exam b. Faculty will review any question wherein less than 50% (p = 0.5 or lower) of students answered the item correctly c. If the p-value is 0.2 or lower AND the point biserial is 0.00 or a negative number, the question is removed automatically and the total number of questions by which the examination is calculated is reduced accordingly d. If the p-value is between 0.2 and 0.5, determination of question status and acceptance of distractor responses will be left to the discretion of the responsible faculty member. 7. Take home examinations are to be done independently, unless otherwise specified by the instructor. No discussion of test question strategy, length of answers or resources used can be entered into by any students. 8. On occasion, students may be assigned rooms and seats for examinations. The examination will not be accepted from any student who removes it or any part of it from the authorized area. 9. Upon completing the examination, and after turning it in to the proctor, the student should leave the examination room and the halls adjacent to the examination rooms. This is primarily to prevent students who are still taking the examination from being distracted and disturbed by the noise that inevitably emanates from a group of students discussing the examination.

10. No examination will be accepted if turned in after the final call for examinations.
11. An average score of 70.00% for all written examinations in a block is required in order to pass the block. Likewise, if a block weights examinations the weighted average for all written examinations must be 70.00%. Failure to achieve an average score of 70.00% for all written examinations in a block will result in failure and inability to proceed in the curriculum. 12. Posting an examination key may be done, at the instructors discretion. If a key is posted, it should not be removed by any student. Make-Up Examinations: An examination missed for a reason other than a serious illness may be made up at the instructor's discretion only with PRIOR arrangement. Instructors may require written clarification for rationale (e.g. a doctor's note). Failure to take a scheduled examination, without reason, may result in a grade of zero given.

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PERFORMANCE-BASED ASSESSMENTS (PBAs) PBAs may be completed in groups or individually, according to the block design. Regardless of the design, students are not to discuss the case, the requirements, the reason for points lost or the "tips" for answering a certain instructor once the exam has begun. A student that has completed testing should leave the testing area immediately. Since the testing may continue for a long period of time, a student without other classes is advised to leave the building. 1. All PBAs must be passed in order to pass a block. 2. A score of 70.00% is required to pass the PBA on the first attempt. If a PBA is not passed on the first attempt, the student must re-test the PBA and achieve a score of 75.00% or greater. The recorded grade for a re-tested PBA will be 70.00%. If the re-tested PBA is not passed on the second attempt, it will result in failure of the block. 3. If the PBA contains subsections, the following guidelines will be implemented: a. A score of less than 70.00% on any subsection will require a re-test of the failed subsection in its entirety; b. On re-test of the failed subsection, the student will need to perform the skills within the failed subsection and also perform comparable new skills within the same subsection; c. On the re-tested subsection skills the student must score 75.00% or greater to pass; d. On the comparable new skills subsection the student must score 70.00% or greater to pass; e. A grade of 70.00% for the re-tested subsection (re-tested and comparable skills) will be utilized when calculating the final PBA grade; f. It is recommended that a new tester administer the PBA re-test; Additionally, an observer may attend the retest if requested by the block leader. The student will be informed prior to testing if an observer will be present.

WRITTEN ASSIGNMENTS AND PROJECTS 1. All written assignments are to be typed double-spaced, in AMA, APA, or other format, as specified by the block leader. 2. All written assignments and projects must be passed in order to pass a block and proceed in the curriculum. Specific criteria for passing will be outlined by the faculty providing the assignment. 3. A 70.00% grade is required to pass the assignment / project on the first attempt. If the assignment / project is not passed on the first attempt, the student must repeat the assignment / project (within the timeframe established by the Block Leader or instructional faculty) and earn a grade of 75.00%. If passed, a grade of 70.00% will be recorded for purposes of calculating final grades. If the assignment / project is not passed on the second attempt, it will result in failure of the block. 4. An individual written assignment or project may be a requirement of more than one block. If a shared block assignment ultimately earns a non-pass grade, it will result in failure of all blocks wherein it is contained. If the block failures solely reflect the non-pass grade earned on the written assignment or project, the failures will count as only a single penalty (failure) relative to matriculation standards. If the block failures reflect substandard performance on additional assessment categories (i.e., written examinations, PBAs, etc.), the blocks will be counted individually as distinct failures and matriculation standards will be applied.

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ASSIGNED READINGS Content from assigned readings may be included on written examinations and be incorporated into other assessment measures. Analysis of student performance will be excluded from Departmental policy relative to psychometric analysis and will be analyzed at the discretion of block faculty. BLOCK EVALUATIONS Faculty value student input to improve each block in regard to teaching and learning. Therefore, during each block students are asked to complete a block evaluation. Student responses are confidential and input is aggregated before provided to faculty. Faculty and staff use block evaluation feedback for continuous improvement and students are encouraged to provide respectful, meaningful and complete information on block evaluations.

BLACKBOARD POSTING POLICY Class materials will be posted to Blackboard at least 24 hours in advance of class. Students are responsible for the printing and collating of all materials that meet this posting timeframe. Faculty will assume responsibility for the printing of required materials that are posted less than 24 hours in advance of class. Providing printed handouts of their intellectual property always remains at the discretion of individual faculty members. As such, there may be times when students will need to generate their own notes on presented material. STUDENT PRINTING POLICY For the convenience of PTRS students, multi-function printers with print, copy, and scan capabilities are available in the student computer labs on the second floor of the AHB. In addition to printing in the AHB, students can also print in the Office of Medical Education and the Library with use of their UMBOne card. For more information on printing at the library, along with the costs, please visit: http://www.hshsl.umaryland.edu/general/public-computing.html. PROFESSIONAL BEHAVIOR EXPECTATIONS Professional behavior is expected from all PTRS students. Should there be evidence of nonprofessional behavior; students will be assigned a Professional Development Contract, under the direction of the Director of the DPT Program upon the recommendation of and in consultation with the faculty. This plan must be completed to the satisfaction of the Director of the DPT Program and faculty reporting the nonprofessional behavior by the date specified in order to progress in the curriculum. (See Section: General Principles of the PTRS Honor Code) Professional Behavior: Classroom The specifics of behavior may vary according to the block leader. However, in general, the following guidelines will be applicable for all blocks. 1. Adjunct faculty are guests and professional courtesy dictates that students both attend class and arrive on time; this is also the behavior expected by all core faculty. Recording of class sessions is not permitted unless advance permission has been obtained from the block leader and/or individual faculty that are to be recorded. 2. A student who arrives late should take a seat closest to the entry door in order to minimize disturbance to classmates and instructor. It is considerate to offer a brief reason or apology for the tardiness at the break or at the end of the educational activity.

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3. Eating and drinking during class sessions should be kept to a minimum since a lunch break is typically provided. An instructor may request that eating during class not take place at all. All students should take responsibility for ensuring that the classrooms/labs are left clean, tidy, and free of refuse. 4. The student has the responsibility to complete readings and assignments prior to class. 5. Any complaints concerning the test schedule, the speed or clarity of an instructor or the material covered should be passed on to the block leader via the Educational Affairs student representative as early in the block as possible. This will allow any possible adjustments to be made in a timely manner. 6. Students are responsible for bringing all handouts, outlines or texts to class. Lecture will not be delayed while the students return to lockers to obtain these items. 7. The instructor's permission should be obtained prior to missing a lecture or lab. Labs are mandatory. Specific penalties for missed labs vary and will be specified in block syllabus. While not all lectures are mandatory, the block leader may deem some lectures mandatory in advance. Specific penalties for missed lectures vary and will be specified in the individual block syllabus. If illness causes absence during a lecture, lab or examination, the student should call the main PTRS office, DPT Program, or the Office of Student Services as soon as possible. Professional Behavior: Labs The lab sessions will be structured according to the individual instructor's preferences. However, in general, the following guidelines are offered. 1. During labs when instruction is taking place, eating is prohibited and only water in covered containers is permitted. 2. Lab breaks will be scheduled by the instructor and students should not leave the lab at other times. 3. It is the student's responsibility to bring necessary materials and equipment to fully participate in lab, as specified. 4. A student with a communicable disease, open wound, or any condition that affects participation should discuss this with the instructor prior to lab, to decide if participation is possible. If direct participation is not allowed, then the student will be expected to observe for the entire lab session. 5. Any individuals (patients, family members, other professionals) that participate in lab have volunteered their time to enhance the learning experience. Be attentive and respectful of their privacy when asking questions. 6. Students should practice lab techniques with as many different lab partners as possible during lab sessions in order to increase their skill level. 7. Lab times cannot be switched with other students without advanced permission of the instructor. 8. Some lab sessions are held at the area hospitals and clinics. In order to minimize disruption at the facility, plan to be on time, and wear your lab jacket and/or acceptable "work" attire. (See Clinical Education Handbook for specifics of dress currently being developed.)

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9. Lab rooms must be tidy and organized after each session. At the conclusion of each lab, all chairs and stools must be stacked, all tables cleaned, wiped down with sanitizers and returned to the proper position, all linens folded or brought down to the laundry facility, and all equipment properly disinfected and returned to the appropriate storage location. These guidelines will be strictly enforced. 10. Labs must be kept in working condition. In order to minimize damages and disorder, students are encouraged to use other areas for eating, studying or group discussions. 11. No shoes or sharp objects are allowed on any upholstered surfaces in lab rooms. 12. Guidelines for dress for lecture, labs and special sessions (guest lectures, panel discussions, patient visits, interviews, etc.) will be provided by block faculty. Please observe these guidelines. If unsure about dress, check with specific faculty in advance. Generally, students should always dress in a professional manner and be modest, safe, and in good taste according to the purpose of the session. (Refer to Dress Code section for additional information.)

STUDENT INVOLVEMENT IN LAB SETUP AND CLEAN UP Block leaders utilizing students for lab and PBA set up are responsible for: 1. Orientation of students 2. Providing a plan for access to teaching spaces and equipment; and 3. Furnishing directions for preparation of labs and restoration of areas to original conditions after use. Given the overlap of multiple blocks and in light other departmental activities, block leaders are responsible for coordinating and communicating with other faculty members, via email, their proposed organizational plan to ascertain potential conflict. Further, block leaders, if unavailable, should clearly designate, in advance, a departmental contact person for student questions/inquiries during the organization time period. POLICY ON COPYRIGHT PROTECTION OF EDUCATIONAL MATERIAL Copyright is one of the easiest forms of intellectual property protection to obtain because it is conveyed automatically and without formalities as soon as the work is created. Without going into a lengthy discussion about copyright law, there are a few exemptions on the copyright. One such exemption is the classroom exemption. Instructors and pupils of a nonprofit educational institution have the right to perform copyrighted works in the context of face-to-face teaching activities. A limited exemption exists as it applies to the transmission of the works to students in distant locations as long as the transmission emanates from the nonprofit educational institution or a governmental body. However, recent developments in electronic media and teaching technologies create a new environment and at this point it is not entirely clear whether webbased educational technologies are viewed as exemptions to the copyright protection law. Knowing this background, the students in the Department can only use the electronic instructional material (e.g. lectures & presentations in PowerPoint format, pictures & video in electronic format, etc.) for personal educational purposes. The use of such material (i.e. made available to the students throughout their training) cannot be used in future presentations, lectures, meetings, etc. by students or as graduates from the program. Copying electronic documents and forwarding them to another party would be considered unethical behavior.

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SECTION 3 UMB Campus-Wide Policies

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UMB CAMPUS-WIDE POLICIES All UMB policies apply equally to PTRS students. Since these policies govern aspects of campus life and conduct, students should be familiar with them. All UMB policies can be found at: http://cf.umaryland.edu/umpolicies/, including those related to smoking, substance abuse, use of alcoholic beverages, and allegations of discrimination in areas such as race, disability or sexual harassment. Students may also refer to the Student Answer Book for additional information on the following: Student Identification/UM One Card Use of Library Materials Non-Discrimination Statement Sexual Assault Prohibition of Weapons The Student Answer Book can be found at: http://www.umaryland.edu/studentleadership/images/Student%20Answer%20Book%2020122013.pdf.

FIRE PROCEDURE A. If you discover a fire: 1. 2. 3. 4. 5. Evacuate the area of danger isolating the fire by closing doors as you go Pull the nearest building fire alarm. Dial 711 utilizing a University telephone from a safe area and report incident to the operator. Evacuate the building by marked stairways and exits. DO NOT USE ELEVATORS. Meet the Baltimore City Fire Department on their arrival and communicate any pertinent information to them.

B.

If you hear the fire alarm: 1. 2. 3. 4. Evacuate the building by use of the nearest marked stairway or exit. DO NOT USE THE ELEVATOR. Do not congregate near the building or hamper the firefighting effort in any way. Wait until the "all clear" has been given before re-entering the building.

C.

Fire Drills will be: 1. 2. 3. 4. Held periodically as a learning experience. Treated as if a real fire situation is in existence. Critiqued after each drill by a member of the Division of Risk Management. In high-rise building, occupants shall go to the nearest stairwell and report to their floor Fire Warden.

D.

Additional Fire Protection Information 1. Fire extinguishers are located throughout the building. All occupants should take time to note the location of the nearest extinguisher to his/her workplace, plus to familiarize themselves with the operation of the extinguisher in the building. Doors and stairways must always remain in the closed position to prevent smoke and/or toxic fumes from a fire to enter the stairways. Remember, these enclosed stairways are your safe pathway to the outside.

2.

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3. 4. 5. 6. 7.

If one exit is blocked by smoke or fire, another exit should be available. All fires should be reported. Unplug electrical appliances when on fire. Smoke (which may contain toxic gases) travels upwards. If a room is smoke filled, get close to the floor and crawl to the nearest exit. Some buildings are equipped with an automatic sprinkler system that will aid in the protection of life and property. All storage should be maintained at least 18 inches below sprinkler heads.

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SECTION 4 Student Life

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TRANSPORTATION UM Shuttle Introduced in August 2012, the UM Shuttle provides the University community with a variety of bus routes that travel to neighborhoods such as Federal Hill, Mount Vernon, and the BioPark, transporting University of Maryland students, faculty, and staff and University of Maryland Medical Center employees to and from the University fare-free. It connects with other modes of transportation around Baltimore, including the Charm City Circulator and MTA buses and trains. Specific information about routes travelled by the UM Shuttle can be found at: http://www.umaryland.edu/shuttlebus/routes/ Parking On campus, parking can be arranged with the Parking and Commuter Services Office. Failure to adhere to rules can result in ticketing or loss of parking privileges. Off campus parking is available around the campus. Use caution when selecting a spot. Classes can be in session until late in the evening. Especially on such days, try to park in welllighted areas and walk to your car with a buddy, or plan to use the UM Shuttle service.

DRESS CODE General Guidelines Given the professional nature of the DPT program and the frequency/volume of visiting guests as well as adjunct faculty, it is expected that UMB DPT students are appropriately dressed each day. Proper classroom attire consists of traditional casual clothing (e.g. slacks, dressy jeans, kneelength skirt or skorts, shorts of mid-thigh length, shirt, blouse or top) and suitable shoe wear. Athletic attire is not acceptable for class (shorts, T-shirts, tank tops, sweats, ball caps, etc.) nor is scrubs. Footwear should be safe and appropriate for the work area and clean and/or polished. Athletic shoes are acceptable if clean and in good condition. Although open toe shoes are not generally permitted in clinical areas, well-kept sandals are permitted in the classroom (no flip flops). Socks or hosiery must be worn, with exceptions made during warm weather. Cologne, cosmetics, and jewelry should be conservative and kept to a minimum. Jewelry should be limited to stud earrings, watches and wedding bands when in lab or in direct patient contact. Visible body piercings, such as eyebrow and tongue rings, are not acceptable. Questions regarding cultural jewelry should be directed to the Director of the DPT Program. Large and/or highly visible tattoos should be covered. Hairstyles should be such there is no interference with the students vision or patient treatment. Therefore, hair longer than shoulder length should be secured to avoid its dangling near or on patients. Nails should be trimmed short; if polish is used, it should be a conservative color. Scheduled dress-down days may occur and will be announced in advance.

Full and Part-Time Clinical Affiliations For full and part-time affiliations, student should follow the dress code specified by each facility. The dress codes may vary from scrubs, uniforms, casual attire, or ties for men. It is the students responsibility to find out the proper dress code prior to participating in the clinic. White (hip-length) lab coats, with student name tag displayed on the left chest panel, should be available for all clinical affiliations and worn based on the recommendations of the facility.

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Dress Code for Labs It is expected that each student report for labs in proper lab attire unless told otherwise by the block/lab instructor. Typical lab attire consists of shorts, T-shirts and sports bras. Use of sweat pants and sweatshirts atop lab clothing is permitted to ensure student warmth and comfort. Each instructor will inform students of expected laboratory attire and alert students of alternate dress expectations as they arise. If labs occur directly after lecture, students can change in the bathrooms located on the second floor of the Allied Health Building and place clothes in their lockers. Personal Hygiene Students are expected to maintain professional dignity and appropriate personal hygiene (cleanliness of breath and body) at all times. Students who use athletic facilities during the day are reminded to adhere to expected levels of cleanliness following recreational or fitness exertion. Failure to consistently adhere to accepted levels of cleanliness will be addressed directly by faculty or staff members involved. Enforcement A one-week grace period will be in effect at the start of the summer semester during initiation of the dress code. Despite the grace period, students are strongly encouraged to develop habits and behaviors that support professional appearance. Students who fail to adhere to the dress code and demonstrate repeated disregard of the policy will receive notice of his / her need to complete a Professional Development Contract related to professional dress. Should inappropriate dress persist, the student will be charged judicially with a code violation. Additional Guidelines Regarding Dress Code 1. Adherence to the dress code is expected weekdays 8am 5pm or during class hours. Students will be notified in advance of specific dress expectations for departmental activities and events occurring during nontraditional business hours. 2. Dress-down days will be permitted on full student testing days (for example: casual attire is acceptable when written examinations and/or PBAs are the only scheduled event; meaning, no other lectures or laboratories scheduled). 3. Faculty members have been encouraged to outline specific lab attire requirements in their syllabi. Such a recommendation has been made to help students more adequately prepare for the upcoming lab and avoid unnecessary change of clothing. 4. On days where a lecture lab lecture - lab schedule occurs, leniencies with professional classroom dress should occur only after prior notification and approval from the block leader or appropriate faculty. 5. There will be time granted to students to change clothing before lab. However, students are expected to avoid unnecessary delays in changing so beneficial instruction and clinical practice during laboratories is not minimized.

MEDICAL ISSUES Hepatitis B Vaccine All students are required to be vaccinated against Hepatitis B. The cost of $105.00 will be added to the first fall tuition if the vaccine is administered by the Student Health Center (also known as UMaryland Immediate Care). A student may refuse this vaccine by signing a refusal form, which is part of a formal University process.

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Medical Attention Medical attention, in general, will be provided by the Student Health Center for minor illnesses and emergency treatment. It is the responsibility of the student to inform the Director of Student Services and Educational Access, Ms. Deborah Levi (or her appointed agent), of any change in his / her health status or physical condition that occurs after entry into the program. This refers to any condition that affects the students ability to fully perform the Essential Functions/Technical Standards identified by the program as necessary for all enrolled students. The Office of Student Services and Educational Access is located in Room 329 of the SMC Campus Center at 621 Lombard Street. The office phone number is: 410.706.5889. Website: http://www.umaryland.edu/disabilityservices. The Director of Student Services and Educational Access will meet with the student, review any medical or health-related documentation presented by the student, receive the students request for accommodations and assist the student in developing ADA accommodations that can be recommended to the program. These recommendations are submitted to the Director of the DPT Program. In conjunction with this procedure: 1) The student must obtain a written Medical Clearance Form or Statement of Physician or Health Care Provider as soon as possible following medical intervention. Refer to the Appendix for the Medical Clearance Form and Statement of Physician or Health Care Provider. This documentation will be given to the Director of Student Services and Educational Access. 3) After the requested accommodations have been approved or modified, notification will be given to the current block leader(s) by the Director of the DPT Program. 4) Students must resubmit requests for accommodation to the Director of Student Services and Educational Access each semester. (There is an online form at the above web address to facilitate this process.) When appropriate documentation of continued accommodation is received from the Director of Student Services and Educational Access in subsequent semesters, it will be forwarded to the block leaders by the Director of the DPT Program. 4) The student will be responsible for arranging a meeting with the current block leader to discuss how accommodations will be incorporated into block activities. The Medical Clearance Form may be necessary before a student can return to the didactic and / or clinical education curriculum. The form may be submitted to the physician / health care professional by the student or, at the direction of the student, by the Director of Student Services or the Director of the DPT Program. When received, the Director of Student Services and Educational Access and the block leader(s) will be notified by the Director of the DPT Program. Refer to the Appendix for the Medical Clearance Form. Student Health Clearance Form - Refer to Clinical Education Handbook.

Faculty Non-Treatment of PTRS Students Due to legal and liability concerns, PTRS faculty are prohibited from providing physical therapy services to PTRS students. If a student is injured or has a condition that requires physical therapy examination and treatment, the student should make an appointment with a physician or external physical therapist. If care is urgently required, the student should visit the Emergency Room, Immediate Care, or Student Health Services. Faculty may, upon request, recommend an external physical therapist practice with expertise in the students injury/condition. It is the students responsibility to follow up on any such recommendation and the recommendation should not be viewed as an endorsement by the University.

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ADVICE, COUNSELING AND SUPPORT SERVICES The Director of the DPT Program and the Director of Student Services are available to provide advice and counseling on academic, financial, personal issues, as well as on career planning and professional matters. If needed, a referral will be made to appropriate professional personnel on campus. A partial listing of campus resources appears below. Campus Resources 1. The UMB Counseling Center: The center offers confidential counseling services to students and employees; each student can request up to ten (10) free sessions each academic year. In addition, the Counseling Center provides psychiatric and medication evaluations. To access Counseling Center services students need to schedule an intake evaluation with a counselor. The UMB Counseling Center is located in HS/HSL, Suite 440, and at extension 8-8404. 2. Student Health Center: Located at 408 West Lombard Street, near the corner of Paca Street. The Center is open from 7am to 5pm, Monday through Friday, and can be reached at 410-328-1DOC (410-328-1362). More information about the Student Health Center can be found at: http://www.umaryland.edu/health/. 3. Student Committee on Drug Abuse Education Center: Provides education to the community on the effects of drugs and provides information on community resources for counseling users; call extension 6-7513. 4. The Office of Student Financial Assistance and Education: This office is located on the second floor of the library and can be reached by calling extension 6-7347. 5. Office of Academic Affairs: This Office serves the campus and is located at 620 West Lexington Street, 5th floor, or call extension 6-1850. 6. Office of Communications and Public Affairs: Handles public relations for the University, publishes the campus newspaper, The Voice, and provides a variety of publishing services call extension 6-7820. 7. Pastoral Care Services: Provided for all denominations with staff available during the day; Call extension 8-6014 or find a chaplain available 24/7 by calling the hospitals pager at 410-328-2337, ID# 4659. For more information, please see the website at:

http://www.umm.edu/pastoral_care/about_us.htm
8. The Maryland Sexuality Resource Center (MSRC): Offers therapeutic, consultative and educational services for individuals, couples and groups; call extension 8-6106. 9. Substance Abuse CounselingFirst Step Youth Services Center: call (410) 628-6120 or visit the website at: http://www.firststepmd.com. 10. Crisis Hotline: call 911 or 1-800-472-3457: part of the Kristin Brooks Hope Center, is a hotline specifically for graduate students. 11. Tutoring: The Department of Physical Therapy and Rehabilitation Science promotes and encourages the use of tutors for students in need of academic remediation or enhancement; refer to the Appendix for the complete policy.

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12. Office of Medical Education: Provides recommendations and resources for improving study skills; contact the Director of Academic Development at extension 6-7669 or email: sdolan@clc@umaryland.edu. 13. Writing Center: Offers workshops on effective writing, conducting oral presentations, and study and career skills; located in the Student Center, 621 W. Lombard Street; http://www.umaryland.edu/student/writing, call extension 6-7725. 14. Support Services for Students with Disabilities: Provides academic and non-academic support services for students with documented disabilities including interpreters, parking, and other support related to classroom activities; located in the Student Center at 621 W. Lombard Street; contact Deborah Levi, (410) 706-5889 - dlevi@umaryland.edu. Hearing impaired - Maryland Relay Service 711 in Maryland or 800-735-2258 elsewhere. Please refer to The Student Answer Book for additional details.

GENERAL COMMUNICATION AND INFORMATION Mailboxes Open, non-locking mailboxes are provided for each student. Their designated use is for the return of test papers, assignments, and correspondence from faculty and peers, etc. Each mailbox is on loan to DPT students. The contents of each mailbox are the personal property of each student. Looking through or altering the contents of a mailbox that does not belong to you is both an ethical and Privacy Act violation. All such witnessed and reported violations will be submitted to the Judicial Review Board for consideration. Any materials prohibited by law or are considered a violation of ethical principles are strictly prohibited and, if found, will be prosecuted to the fullest extent of the law. Please do not place clothing or other paraphernalia in mailboxes. Assigned lockers should be used for such items. Bulletin Boards Bulletin boards are located on the 1st floor of the AHB PT Dept. The following outlines the various types and purposes of designated boards, but students are not authorized to post any materials without permission of the Director of Student Services. Student-Use Boards Each class has a designated bulletin board adjacent to its mailbox cluster. The board is to be used for open-post documents, fliers, photos, notices, etc. Class Officers and/or Education Reps. should periodically refresh the board, ridding it of old or expired fliers and any misplaced material. Class Officers can periodically reserve temporary use of glass-encased displays for the purpose of showcasing various class themes (e.g. baby photos, newlyweds, Halloween party, advertising for fund raisers, etc.). Please contact the Office of Student Services for more information. Faculty-Use Boards Three boards on the opposite wall of the three mailbox clusters are designated for faculty use. They are labeled (DPT-1/ DPT-2/ DPT-3) for the posting of documents and information

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concerning teaching and testing. Students should peruse their appropriate board on regular basis to get new information. APTA/ Community Service Board The APTA and Community Service Board is located on the far side of mailbox cluster #3. Posted materials by APTA faculty liaisons and APTA student representatives, as well as by volunteer coordinators should reflect upcoming and current events. Administration/ General Departmental Display Case This display case, adjacent to Room 146, will be continuously reserved for administrative or general Department use. It will often display information, current activities, or personnel surrounding the various programs offered by the Department. Student Awards Display Case This display case, immediately adjacent to Room 119 is designated for the display of student awards (past and present). Clinical Education Display Case This display, between Student Awards and The Alumni Showcase, reflects the US map and the numerous locations (signified by red pins) where UMB has Clinical Education contracts. Alumni Affairs Display Case This display immediately across from Suite 115 will often showcase the current fund-raising activity or items for sale by Alumni Affairs. Research Display Case One to two displays will showcase research ideas, project progress, or outcomes via singular abstracts, photos, graphs, posters, etc. CHANGE OF NAME, ADDRESS & PHONE NUMBER It is the responsibility of the student to update any change of name, address, and phone number in SURFS, the Student UseR Friendly System: http://simsweb.umaryland.edu/ There are occasions when faculty or staff needs to relay a message to the student or to contact the student at home. To ensure that students can be reached, it is important that all students maintain current demographic information on file in the student database. To access SURFS, enter both your student identification (ID) number (this number begins with @ and is NOT your social security number) - and your personal identification number (PIN). The first time you login to SURFS, your PIN will be your birth date in the format mmddyy. When finished, click Login. If you need help with your login, such as you forgot your password, go to the website and click on Click here for help with login. FINANCIAL AID Information and financial aid for qualifying students are available through the Office of Student Financial Assistance and Education, located in the HS/HSL, Suite 221 (phone extension 67347). If all available financial aid funds have been exhausted, emergency student loans in small amounts are available through the Department. See the Director of Student Services for details. MALPRACTICE INSURANCE Students are required to purchase malpractice insurance via a blanket policy through the state system. The yearly premium will be included in the Fall semester student fees.

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LOCKERS Student lockers for books, clothing and other personal possessions are issued in the Fall semester of a students first year. Lockers are located on the 1st and 2nd floor of the Allied Health Building. Lockers are also available in Howard Hall for temporary use during anatomy labs. Personal belongings should not be left in classrooms, as they will be discarded or placed in various Lost and Found containers.

FACULTY MAILBOXES Faculty mailboxes are located in Suite 115. Please put only essential correspondence in these boxes. Follow the directions of individual faculty regarding the placing of assignments in faculty mailboxes. FACULTY OFFICES Faculty offices are located in the Allied Health Building. Please refer to the directory in the lobby of the Allied Health Building for identification of faculty office locations. It is typically preferable to make an appointment with individual faculty versus dropping by to meet without an appointment.

MAINTENANCE OF THE DEPARTMENT General maintenance of the Allied Health Building is the responsibility of the University. However, students, faculty, and staff should assume a responsible attitude and report any condition which is out of the ordinary, or which could endanger the health and safety of all facility users to the proper authorities. Everyone in the building is encouraged to take personal responsibility to maintain the environment in a professional and ecology-friendly manner. POLICY ON CELL PHONES AND BEEPERS Due to the increased use of cell phones and beepers, the following policy has been instituted in order to facilitate the teaching-learning-working environment for all (faculty, staff and students). Specifically, this would apply to all situations, where the noise would be a distraction or disruptive to others, e.g., during lectures, labs, meetings. 1. If beepers or cell phones are used, the ringer should be switched to "silent" or vibrate. 2. Cell phones should not be in ring mode or used at inappropriate times (i.e., during lectures, labs, meetings, etc.). 3. Emergency calls can be received by the Office of Student Services (extension 6-7721).

ADMINISTRATIVE FUNCTIONS Offices in suites 115 and 131 are work areas. Please be considerate and keep the noise level low in the offices and halls. Numerous faculty and staff offices are located in and around the suites and adjacent corridors. Suite phones, phones in the research laboratories and faculty phones should not be used by students, except when special permission is given or in the case of an emergency. Academic business matters requiring a phone may be authorized by arrangements with a faculty member. Students are not permitted to use the departmental copy machines without permission. There is a copy machine available in the Southern Management Campus Center for student use.

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The Department microwave oven in the Suite 115 kitchen is for the use of faculty and staff. Student microwave ovens are located on the 2nd floor of the AHB. Faculty offices are not for the use of students unless special circumstances exist and permission by the faculty or staff occupant is granted. The hours of the Department are 8:00 - 5:00 Monday through Friday, unless evening classes are scheduled. Students should only use laboratories or classrooms after hours for academic purposes. CLASS OFFICERS The development and exercise of leadership skills while students are in physical therapy education can add depth and breadth to the educational experience, as well as form a foundation for career-long leadership. To provide class direction and foster leadership skills, classes elect officers from their peers to positions of responsibility and influence. Class officers are elected in the following manner: First Year Class Elections (DPT-1): Coordinated by Student Services Representative during 2nd week of class in the Fall semester Second Year Class Elections (DPT-2): Coordinated by third year Presidents during second week of class in the Fall semester Third Year Class Elections (DPT-3): Conducted in the last week of April of the second year. Parliamentary procedures are to be followed for all class meetings. A resource for parliamentary procedures can found online. The following class officer positions will be voted every year: President (1 position)

1. Serves as a liaison between students and the faculty. 2. Conducts monthly class business meetings. 3. Mediates disputes between students and/or facilitate professional interaction between
students. 4. Attends faculty meetings, if requested. 5. Serves as a member of the Student Professionalism Advocacy Committee. 6. Serves as a student representative to the SOM Council 7. Attends monthly SOM Deans Student Officers Luncheon. Attendance at the Deans meeting is EXTREMELY important. You must send a substitute if not available. 8. Upon invitation, attends the Presidents reception honoring campus student leaders. You must send a substitute if not available. 9. Attends the Annual University of Maryland State of the School of Medicine Address. You must send a substitute if not available. 10. Meets monthly with the Director of the DPT Program and Director of Student Services to review class activities and concerns. Submits agenda Items at least one week prior to the meeting. 11. Upon invitation, represents the class at on-campus and off-campus receptions. You must send a substitute if not available. 12. Ensures that other officers are fulfilling their duties. 13. Ensures that Parliamentary Procedures are followed during all class meetings 14. Coordinates class efforts to identify appropriate topics for presentation at PT conferences. 15. Year 2 Serves as the PTRS representative to the campus Student Leadership Committee.

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Vice-President (1 position) 1. Assists the class president in completion of required duties. 2. Attends department and campus meetings as designated by the president. 3. Attends monthly SOM Deans Student Officers Luncheon. Attendance at the Deans meeting is EXTREMELY important. You must send a substitute if not available. 4. Serves as an alternate representative to the SOM Council. 5. Meets monthly with the Director of the DPT Program and Director of Student Services to review class activities and concerns. 6. Upon invitation, attends the Presidents reception honoring campus student leaders. You must send a substitute if not available. 7. Assumes the responsibilities of the class president in the event the president is unable to fulfill the responsibilities. 8. Attends the Annual University of Maryland State of the School of Medicine Address. You must send a substitute if not available. 9. Serves as a member of the Student Professionalism Advocacy Committee. 10. Upon invitation, represents the class at various campus committees. You must send a substitute if not available. 11. Upon invitation, represents the class at on-campus and off-campus receptions. You must send a substitute if not available. 12. Year 1 - Serves as liaison between the class and the 2nd year representative to the University Student Government Association. Serves as an alternate, if needed to attend USGA meetings. You must send a substitute if not available. Informs class of all universitysponsored events. 13. Year 2 - Serves as representative to the University Student Government Association. Attends all USGA meetings. You must send a substitute if not available. Informs the department of all university-sponsored events. Educational Affairs & Technical Services (1 position) 1. 2. 3. 4. Serves as a liaison between students and block leaders on educational matters. Meets with the class president as needed. Serves to coordinate meetings on educational matters as needed (e.g. feedback groups) Serves as the main liaison between students and the Department IT staff. Informs IT staff of concerns and needs regarding student computers and printers. 5. Meets monthly with the Director of the DPT Program and Director of Student Services to review class activities and concerns. 6. Coordinates development of the anatomy study guide. 7. Serves as a member of the Student Professionalism Advocacy Committee. 8. Upon invitation, attends the Presidents reception honoring campus student leaders. You must send a substitute if not available. 9. Year 2 - SOM Judicial Board alternate, if needed. 10. Serves as student lab leader and supervises the class maintenance of lab/lecture facilities. Assigns students to teams of 3 to engage in tasks that include, but are not limited to: collecting, washing, folding and stocking laundry; cleaning white boards (Rooms 219, 202, 252, 211, 146); checking all dry erase markers; conducting inventory of lab supplies; assists with lab setup/preparation and cleanup; reports broken/malfunctioning equipment. Clinical Educational Affairs (1 position) 1. Serves as the primary liaison between students and the Clinical Education faculty and staff. Presents on-going concerns identified by the class regarding part-time affiliations and full-time internships to the Director of Clinical Education.

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2. Coordinates student participation in meetings regarding clinical educational matters as needed (e.g. feedback). 3. Attends monthly meetings with the Director of the DPT program and Director of Student Services. 4. Coordinates panel discussion with 2nd and 3rd year class regarding participation in part-time affiliations and full-time internships. 5. Serves as a member of the Student Professionalism Advocacy Committee. 6. Upon invitation, attends the Presidents reception honoring campus student leaders. Secretary (1 position) 1. Takes minutes of all class meetings and within 1 week, e-mails them to the class (dates, events, etc.) 2. Maintains a record of all class meetings in a binder in a safe and neutral place, such as the AHB 115 office. This prevents any losses of the book or missing pages. 3. Reviews correspondence with the Director of Student Services prior to distribution 4. Upon invitation, attends the Presidents reception honoring campus student leaders. You must send a substitute if not available. 5. Meets monthly with Director of the DPT Program and Director of Student Services to review class activities and concerns. Takes minutes of this meeting for distribution to attendees. Treasurer (1 position) 1. Maintains all financial records for the class. 2. Processes all financial paperwork (i.e., deposits and withdrawals of class funds through the PTRS Business Office), according to the policies/procedures of the Department. 3. Prepares an itemized financial report for the class bi-annually or as requested by the class. 4. Requests itemized financial report from the Director of Student Services as needed (one week advance notice required). 5. Submit requests to the PTRS Business Office for payment (checks) with at least one-week advance notice. 6. Upon invitation, attends the Presidents reception honoring campus student leaders. You must send a substitute if not available. 7. Attendance at the monthly meeting with the Director of the DPT Program is optional. Admissions & Student Affairs Representative (1 position) 1. 2. 3. 4. 5. Represents the students in matters pertaining to admissions policies. Assists with interviewing and selection of new students. Coordinates Shadow Day visits for prospective students. Coordinates the Big Sibling Match. Solicits the participation of other class members for admissions event: Group Interviews, Department/Campus Tours, Open House, Alumni Events and Accepted Students Day. 6. Attends meetings of the Admissions Committee as requested. 7. Upon invitation, attends the Presidents reception honoring campus student leaders. You must send a substitute if not available. 8. Represents the class in matters pertaining to student affairs and activities. 9. Attendance at the monthly meeting with the Director of the DPT Program is optional. 10. Solicits participation of 3-4 classmates for Admissions and Student Affairs team to complete all duties. UMB-PT Alumni Board Representative (1 position) 1. Serves as a liaison between students and alumni.

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2. Conducts presentation to PTRS Alumni of class programs and activities sponsored throughout the year. 3. Solicits the participation of other class members for alumni events: Phone-a-thon, etc. 4. Upon invitation, attends the Presidents reception honoring campus student leaders. You must send a substitute if not available. 5. Attendance at the monthly meeting with the Director of the DPT Program is optional. American Physical Therapy Association Representative (1 position) 1. 2. 3. 4. 5. 6. Serves as a liaison between PTRS students and the APTA and the Maryland Chapter. Attends all APTA chapter and district meetings (monthly). Serves as a student Board member (see APTA section of Handbook). Distributes and collects membership renewal forms. Department contact person is the Director of External Affairs. Upon invitation, attends the Presidents reception honoring campus student leaders. You must send a substitute if not available. 7. Attendance at the monthly meeting with the Director of the DPT Program is optional.

Athletic Coordinator (Office may be held by 1 or 2 persons) 1. 2. 3. 4. Serves as a liaison between PTRS students and the Athletic Center. Organizes departmental participation in campus athletic tournaments. Disseminates information about campus intramural events to the class. Attendance at the monthly meeting with the Director of the DPT Program is optional.

Fundraising Committee (Office may be held by 3 or 4 persons) 1. Provides details of all fundraising proposals to the Director of Student Services and Business Office prior to the implementation of all events. 2. Plans, organizes and implements a maximum of two major Class fundraisers each semester (i.e., pizza sales, raffle tickets, T-shirt sales, etc.). 3. Plans, organizes and implements other small-scale fundraising opportunities (i.e., bake sales). 4. Ensures appropriate use of PTRS logo (as stated in the PTRS STYLE GUIDE) on all fundraising materials. 5. Attendance at the monthly meeting with the Director of the DPT Program is optional. 6. Year 1 - participates in the planning and implementation of the departments PittsburghMarquette Challenge fundraising efforts. Attend planning meetings scheduled by the 2nd year class. Solicits participation of 5-6 classmates in coordinating these activities. 7. Year 2 - coordinates the departments Pittsburgh-Marquette Challenge fundraising efforts. Schedule planning meetings that include the 1st year class. Solicits participation of 5-6 classmates in coordinating these activities. Graduation Banquet Committee (office may be held by 4-6 persons) 1. Provides details of banquet events to the Director of Student Services and Alumni/Admissions Coordinator during the planning process and prior to the implantation of all events. 2. Plans, organizes and implements the arrangements for the Graduation banquet at the end of the third year (i.e., venue, invitations, music, program, etc.). Reservations should be made during the second year. 3. Monitors the spending of funds for the Graduation Banquet (i.e., works closely with the Fundraising Committee and the Treasurer). Ensures that plans for the event remain within the allotted funds.

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4. Attendance at the monthly meeting with the Director of the DPT Program is optional. Social Coordinators (office may be held by 1 or 2 persons) 1. Informs the class of any activities planned that involve group participation. 2. Acknowledges class birthdays. 3. Creates opportunities for the class to participate in extracurricular activities throughout the school year and summer. 4. Works closely with the fundraising committee because many social events can be fundraisers also. 5. Attendance at the monthly meeting with the Director of the DPT Program is optional.

Yearbook Representatives (office may be held by 3 or 4 persons) 1. Provides details of yearbook plan to the Director of Student Services and Alumni/Admissions Coordinator during the planning process and prior to the printing process. 2. Collects and manages photos throughout the year for all class activities. 3. Assembles the yearbook accordingly, depending on the format decided on by the class (e.g. traditional yearbook, video, CD). 4. Arranges for distribution of the final product. 5. Attendance at the monthly meeting with the Director of the DPT Program is optional. Community Service Representative (office may be held by 2 or 3 persons) 1. 2. 3. 4. Serves as a liaison between students and community organizations. Identifies potential community service activities for the class. Serves as the student representative on the department PR & Marketing Committee. Attendance at the monthly meeting with the Director of the DPT Program is optional.

Student Professionalism Advocacy Committee (S.P.A.C.) - 1 position Year 1 - Liaison 1. Attends all scheduled meetings and represents the interests of the class. 2. Assures that all student social and fundraising activities comply with S.P.A.C. By-Laws. 3. Serves as the 2nd Alternate to the SOM Judicial Board. Year 2 - Chairperson 1. Schedules and presides over meetings, organizes content of meetings. 2. Collaborates with all officers of the committee and the department designated faculty correspondent to S.P.A.C. about the committees agenda. 3. Communicates with all involved parties (students, faculty and staff) to make necessary procedural arrangements for meetings. 4. Serves as the Primary Representative to the SOM Judicial Board. 5. Attendance at the monthly meeting with the Director of the DPT Program is optional.

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AWARDS At the annual Pre-Commencement service, awards are presented to students for excellence in a variety of areas: academics, leadership, and clinical performance. A listing of the Departmental awards follows: Dr. Frank H. J. Figge Memorial Award for Excellence in Anatomy This award was established in memory of Dr. Frank H.J. Figge, Chairman and Professor of the Anatomy Department, University of Maryland School of Medicine. The Figge Award is given to the student who demonstrated outstanding achievement in the study of human anatomy. Laura G. Levine-Mandell Award The Laura G. Levine-Mandell award was established by Laurance B. Levine, DDS, class of 1943 UMB Dental School, in honor of his daughter, a member of the class of 1972, to recognize a graduating physical therapy student who exemplifies the care and compassion that typifies an outstanding clinician. Nominees are selected by their peers and recipient is chosen by a faculty vote. Elizabeth G. Macaulay Award The Elizabeth G. Macaulay award was established in 1984 to honor a student for outstanding clinical proficiency. Based on: evaluation outcomes of student performance by clinical supervisors; the difficulty of the clinical affiliation; and evidence of great effort made to enhance one's clinical experience. The Academic Coordinator(s) of Clinical Education (ACCE) and two faculty members select the recipient. Senior Alumni Award This award was established by the UMB PT Alumni Association. This award honors the graduating student who has demonstrated his / her dedication to the Association through continued involvement, demonstrated by noted participation in various work and activities of the association. Florence P. Kendall Outstanding Graduate Award The Florence P Kendall Outstanding Graduate Award was established by the Maryland Chapter of the American Physical Therapy Association in 1979, to honor the graduate who demonstrates overall leadership, academic excellence and clinical proficiency. Students are nominated by their peers to the faculty for a final selection. Donald J. Hobart Scholarship Award This scholarship is awarded to a student at the end of their first, and again at the end of the second year who demonstrates excellence in the areas of leadership, academics, compassion, and extracurricular activities. Candidates for this scholarship are nominated by their peers. Final selection is made by an award committee comprised of alumni and former award recipients. Pekar-Abell Pediatric Scholarship Award The Pekar-Abell Pediatric Scholarship Award was established in 1993 in memory of Alex Pekar and Damon Abell. The award was given for the first time in 1997. This scholarship recognizes a third year student, who has demonstrated through numerous mechanisms a commitment to strive for excellence in the specialty area of pediatric physical therapy. Mary M. Rodgers Student Research Award The Mary M. Rodgers Student Research Award was named for a past Chair of PTRS, an active participant and strong advocate of clinical research in physical therapy. The award was given for the first time in 2001.The scholarship award recognizes a third year student

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who has demonstrated diligence and excellence in research activities and public presentation (platform and/or poster) of outcomes. GEAR Award for Geriatric and Gerontological Education and Research Award This award is given to an outstanding graduate student who has demonstrated commitment to the study of gerontology. Jane K. Satterfield-Care Resources Pediatric Specialty Academic Award This award recognizes a graduating student with a minimum 3.0 cumulative GPA who has participated in a pediatric-focused clinical experience or research project. Brian Bainbridge Memorial Scholarship This award was created in honor of Brian Bainbridge by his mother, Julia Bainbridge 80 and his sister, Joanna Bainbridge-Blackburn 94, 03 to acknowledge his enthusiasm for physical therapy. Students considered for this award should embrace humanitarian ideals and impart compassion in actions and gestures. Karyn E. Wade, PT, Memorial Scholarship This scholarship was created by Ms. Wades colleagues and friends at Maximum Performance Physical Therapy to honor her memory and to acknowledge her efforts to be the consummate PT professional. The award is designed to recognize a student who represents the overall qualities and standards maintained by Ms. Wade, namely leadership, dedication, academic standing, compassion, humanitarian qualities and involvement in extracurricular activities. Robert P. Gordes Award This award was established in 2010 by Dr. Karen Gordes in honor of her father, Robert P. Gordes. This award is designed to recognize a student who demonstrates outstanding academic performance with a grade point average of 3.5 or higher, clinical excellence in the orthopedic domain and a strong commitment to orthopedic physical therapy.

HONORS MARY McMILLAN SCHOLARSHIP AWARD The intent of the award is to recognize those students who exhibit superior scholastic ability and potential for future professional contribution. Awards are made on a competitive basis. Recipients will be selected on the basis of the following criteria: superior scholastic performance, past productivity, evidence of potential contribution to physical therapy, and service to the American Physical Therapy Association. This award is competitive and is given by the American Physical Therapy Association. Students must be in their last year of PT school to receive the scholarship and can only be nominated by their program. WHO'S WHO AMONG STUDENTS IN AMERICAN UNIVERSITIES AND COLLEGES Who's Who Among Students in American Universities and Colleges is an annual honors program dedicated to identifying the nation's outstanding college students. The program was started in 1934, making it one of the oldest organizations in the country committed to recognizing collegiate achievement. PHI KAPPA PHI Phi Kappa Phi is a national honor society dedicated to academic excellence. Students who have completed all required credit hours with a grade point average of 3.9 or higher are recommended to the Maryland and National Chapter for selection.

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UNIVERSITY RECREATION AND FITNESS CENTERS The URecFit Center is in the Southern Management Campus Center at 621 West Lombard Street, on floors four and five. On the 4th floor, URecFit includes a 25-yard swimming pool, extensive locker rooms, Wii gaming center and a fitness room. The 5th floor features a fitness & strength conditioning center, a 1/10th mile elevated track, and gymnasium. For more information about URecFit and what the facility offers, visit: http://www.umaryland.edu/urecfit/ or call 410706-7529. Students are also welcome to go to the URecFit Center located in the BioPark. It is located at 801 W. Baltimore Street, Suite 102. To contact URecFit @ BioPark call (410)-706-3902. There are a variety of paid employment positions for students at the Athletic Center. Positions include office assistants, intramural officials, aerobics instructors and facility monitors. Apply in person by filling out a job application. For more information, call 410-706-7529. UMB students and staff may use the athletic facilities at UMBC just minutes away from the campus. The UMBC campus (located at 5401 Wilkens Avenue) is just a shuttle bus ride away. Other facilities are also available, including outdoor hard surface tennis courts and Nautilus weight-training equipment. Call 410-455-2205 for more information or to ask about access to the UMBC athletic facilities. AMERICAN PHYSICAL THERAPY ASSOCIATION The APTA is the voice of the physical therapy profession. It represents more than 82,000 physical therapists, physical therapist assistants, and student physical therapists in the United States. As a Student Physical Therapist, it is important for you to be involved in this professional organization. Among the Association's most important missions: To favorably affect legislation at state and federal levels To improve the insurance reimbursement process To enhance the image of physical therapy and communitys understanding of the role of that the profession plays in health care To advance the profession by setting standards, encouraging research, and promoting diversity within the field. Student Participation All entering first year students are eligible to join both the APTA and the Maryland chapter of the American Physical Therapy Association (MdAPTA). Each student member is entitled to: 1. Attend and participate in meetings, workshops, and professional activities of the Maryland Chapter and the national APTA; 2. Be an active member of committees of the Maryland Chapter; 3. Receive publications from both organizations; 4. Attend the Annual Conference and Combined Sections Meeting of the APTA at student rates; 5. Be eligible to become a student delegate (one delegate selected from each Maryland school) to the National APTA House of Delegates. PTRS covers the cost of student membership for the first year. Class Representative to the Maryland Chapter of the APTA The APTA class representatives are class-elected officers who act as liaisons between their class and the Maryland Chapter. Each class has two representatives who may alternate

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attending the Maryland Chapter and Board of Directors meetings. While student APTA representatives act as student board members, they do not have voting privileges. However, their input and participation is welcomed and encouraged. In addition to duties outlined, it is the responsibility of the APTA representative to keep classmates informed of current activities of the APTA including chapter meetings, advocacy events, workshops, and symposia. POLICY REGARDING CLOSING OF CAMPUS The suspension of classes for students applies to all students on the UMB Campus and can only be determined by the President of UMB. Information about campus closure can be found out a number of ways. However, students are strongly encouraged to sign up for UM Alerts. UM Alerts is an emergency notification system that sends messages to your email and/or cell phone about an emergency situation on campus, including the closure of campus. Go to http://www.umaryland.edu/alerts/um-alerts/ for more

information or to sign up.

Students can also listen to radio stations WBAL (1090 AM) in Baltimore or WRC (980 AM), WTOP (1500 AM) in Washington for announcements and decisions regarding classes in inclement weather. In the event of school closure, PTRS faculty may choose to deliver content via Blackboard Collaborate, but are not under obligation to do so. If Collaborate sessions are held, they will be recorded and made available to the class by the IT staff. Please do not contact faculty in the event of school closure to inquire about Collaborate. If faculty use Collaborate, they will contact students with information about the session. Students assigned to hospitals for clinical rotations should adhere to the policies of the hospital to which they are assigned. The suspension of classes by the University does not necessarily release either faculty or students from clinical responsibilities to patients.

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SECTION 5 Clinical Education

This Section contains an adapted version of the Clinical Education Handbook. Students are responsible for being knowledgeable about the guidelines that govern Clinical Education, which can be found in the Clinical Education Handbook. Please access the Clinical Education Handbook in its entirety at: http://pt.umaryland.edu/clinical_education.asp.

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Introduction to Clinical Education Philosophy of Clinical Education In the clinical education curriculum, the student is afforded the opportunity to apply didactic knowledge, develop professional behaviors, and practice hands-on skills. This aspect of the educational experience is essential since these learning experiences are difficult to duplicate within the academic environment, yet absolutely necessary in developing the practice of physical therapy. It is only within the clinical setting that the higher levels of integration and application of knowledge, skills, and values may be accomplished. The general emphasis of the clinical education curriculum, in keeping with the DPT program educational philosophy, is to cultivate a level of clinical competence necessary to ensure that all program graduates are generalists in the field, able to restore physical function and performance, prevent physical injury and disease, promote wellness, and to advance rehabilitation science. Therefore, clinical education will occur in clinically and geographically diverse settings to afford the student opportunities to experience an interdisciplinary team approach within inpatient and outpatient sites, private practice settings, and specialty practice situations. Purpose of the Clinical Education Handbook The Clinical Education Handbook, which is only excerpted here, is designed to guide the physical therapy student, the Center Coordinator of Clinical Education (CCCE), and the Clinical Instructor (CI) through the clinical education curriculum of University of Maryland School of Medicine (UMSOM) Department of Physical Therapy and Rehabilitation Science (PTRS) Doctor of Physical Therapy (DPT) curriculum. It is the intent of the handbook to improve communication and clarify expectations between PTRS, clinical sites, and the students regarding policies and procedures surrounding clinical affiliations, and to improve the efficiency and ongoing function of PTRS clinical education program. The handbook, however, does not replace the necessary communication between the clinical sites and the PTRS that should occur on a regular basis to provide ongoing feedback regarding the status of the clinical and academic programs, respectively. Both the student and the clinical facility should have a copy of the Clinical Education Handbook. It is recommended that the handbook be read prior to the students arrival at the clinical site, and be utilized as a reference during the clinical internship courses. Revision Policy PTRS reserves the right to update and revise this handbook. It is the responsibility of the student to check for the most current version. Students must adhere to any revisions made to the policies and regulations made in the Clinical Education Handbook. The revision date will be posted on the Blackboard site. Students are encouraged to reread this Handbook on at least a yearly basis to familiarize themselves with the stated policies and any potential changes. General Overview of the Clinical Experiences The clinical education curriculum of the DPT program consists of part-time affiliations and fulltime internships. Part-time Affiliations: Part-time affiliations will occur in Year Two of the program. The main purpose of the part-time affiliations is to introduce students to the clinical environment and to develop clinical and professional skills. The part-time affiliations are completed in Fall and Spring semesters. They include clinical patient care, under the supervision of a clinical instructor and a Professional Practice Opportunity assignment. A Clinical Skills Assessment Report will be utilized and graded using a Pass/Fail methodology.

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Full-time Internships: Student will complete three full-time internships for a total of 34 weeks during their last year of the three-year DPT program. The student will complete at least one internship in each of the following areas: medically complex, rehabilitation, and communitybased. All students must complete a minimum of one internship non-locally. Definitions of Clinical Site Requirements 1. Medically Complex: patients have a recent or ongoing medical condition with additional chronic diseases (one or more) and require frequent monitoring of physiological stability Examples include: Acute-care hospital Skilled Nursing Transitional Care Unit (TCU) Home care (recent acute DC, hospice) 2. Rehabilitation: patients with more stable individual or multiple diagnoses Examples include: Hospital (inpatient rehab) Out-patient rehab facility Short term nursing facility (SNF) Long-term care unit (LCU) 3. Community-Based: patients/clients are functioning at a high level in the community Examples include: Hospital (outpatient) Independent outpatient facility School system Work hardening Sports/training Hand clinic Roles and Responsibilities 1. Administrative a. Director of Clinical Education (DCE): The DCE is a member of the UMSOM faculty whose primary role is to develop, coordinate, administer, and evaluate the clinical education portion of the academic program. Refer to the Appendix for a complete DCE job description as developed by the APTA. b. Administrative Clinical Education Coordinator: The coordinator is an employee of the UMSOM who is responsible for contacting clinical sites (both potential and established) to set up student placements in PT affiliations and FT internships. c. Administrative Clinical Education Assistant: The assistant is an employee of UMSOM whose primary role is to assist the DCE and the coordinator on a daily basis with a variety of tasks. 1. Clinical Faculty a. Center Coordinator of Clinical Education (CCCE): The CCCE is an employee of the clinical site who is responsible for developing and coordination the clinical education program at the clinical facility. Refer to the Appendix for a detailed outline of roles and responsibilities, as designed by the APTA.

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b. Clinical Instructor (CI): The CI is employed by the clinical site and is responsible for direct supervision of the physical therapy student in the clinical setting. Refer to the Appendix for a detailed outline of roles and responsibilities, as designed by the APTA. Please be reminded that this is an excerpted version of the Clinical Education Handbook. Refer to the complete Clinical Education Handbook at: http://pt.umaryland.edu/clinical_education.asp

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APPENDICES

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ENTRY-LEVEL DOCTOR OF PHYSICAL THERAPY COURSE DESCRIPTIONS Year 1 DPTE 511: Basic Sciences I Basic Sciences Block 1 provides a study of the morphology of the human body including the macro-anatomy (gross anatomy), microanatomy (histology) of the basic tissues, and provides an introduction into the mechanisms of diseases. It includes the study of the bones, ligaments, muscles, nerves, blood vessels, and their associated organs. Emphasis is placed on the musculoskeletal and neuromuscular systems. Consideration is given to clinical entities, by including imaging and clinical cases. Formal lectures, laboratory experiences (including cadaver dissections, observation of radiographs, and microscopy sessions) are supplemented by required reading, CD-ROM material and web-based resources. [9SHC]

DPTE 512: Professional Issues I Professional Issues Block 1 will be focused on the orientation of the student to the Department of Physical Therapy and the American Physical Therapy Association policies and procedures. This orientation is designed to insure student compliance with all departmental, university, and professional regulations and guidelines for conduct. As such, the student will be completing many of the administrative tasks necessary for enrollment as a full time student. Lecture, and discussion of the Maryland Physical Therapy Practice Act and self-directed exercises on the Guide to Physical Therapy Practice will provide the opportunity for the student to examine the ethical and professional issues surrounding physical therapy practice and conduct as a student in this program. Extemporaneous speaking and computer laboratory sessions with PowerPoint software will give the student the skills to prepare and give professional presentations that can contribute to the body of physical therapy knowledge. [3SHC] DPTE 513: Basic Sciences II Basic Sciences Block 2 provides an integrated systems-oriented approach to the morphological and developmental organization of the human body. Integrated study of neuroanatomy, embryology, histology, physiology, pathology and pharmacology is employed in this block to prepare students for the rest of the professional curriculum. Formal lectures, laboratory experiences, and clinical correlation conferences, supplemented by required readings are used to help students gain mastery of the essential concepts of these foundational sciences. Each of the bodys major organ systems will be studied beginning with structural and functional aspects of individual cell types and progressing to tissue and systems levels. Basic pathology, pathophysiology, and system-related pharmacology are addressed before moving to each new subject area. The interdependence of structure and function of tissues and organs is emphasized throughout the lifespan. The block faculty includes basic and clinical scientists as well as physical therapy clinicians. [15SHC] DPTE 514: Basic Sciences III This block will integrate and consolidate the foundations of movement sciences and bio-physical sciences pertaining to human and function across the life span. It will likewise serve as an interface between the previous basic science blocks and the clinical sciences blocks. Students will acquire knowledge in the application of biomechanical and patho-mechanical correlates and motor behavior theories to the analyses of movements in health and pathology and use this knowledge to develop basic screening, evaluation, assessment and performance measures and skills. They will develop the basic skills of documenting and reporting the findings of the studied evaluation measures and intervention outcomes. The student will learn to describe, operate and apply skillfully various therapeutic technologies used in habilitation and rehabilitation of patients with musculoskeletal, neuromuscular, cardio-pulmonary, vascular, and integument deficits. Instruction will foster critical thinking and an evidence-based approach to problem solving skills necessary for developing effective and efficient independent clinicians. Lectures, laboratory

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activities, numerous case presentations and problem-based learning will be used in this block. Successful mastery of the material presented in the block will be measured through performance on written and practical examinations. [12SHC] DPTE 515: Professional Issues 2 The second Professional Issues block will prepare the student to communicate and appropriately interact with other health care providers, third party payers, patients, clients, and their families. Educational experiences will include panel discussions with professionals in rural, community, teaching, and research settings. A visit to the APTA headquarters is scheduled to demonstrate the role of the national organization in physical therapy legislation and practice. Extensive exercises in documentation and ethics will provide the student with a foundation to communicate clinical decisions and conduct themselves professionally to other health care professionals, patients, clients, and their caregivers. [2SHC] Year 2 DPTE 520: Medical Issues This block will provide the student with knowledge of common medical and surgical conditions that present throughout the lifespan. The hospital clinical practice setting will serve as the introductory benchmark for instruction and will highlight, compare and contrast the variety of settings reflective of patient acuity emergency room, intensive care unit, transitional care unit and general medical/surgical units. Additionally, the student will be provided with an integrated framework of the interplay of vascular function/integrity upon integumentary hygiene and the maintenance of a viable limb. A portion of this block will be dedicated to the comprehensive understanding of the etiology and management of congenital, traumatic and acquired pathological amputations. Clinical wound management practices will be outlined for multiple types of open wounds, burns and common dermatologic disorders. Instruction will then be elaborated beyond the hospital setting to foster the critical thinking and clinical problem solving skills necessary for effective and efficient functioning in the role of primary clinical care provider in both inpatient and outpatient settings. Lectures, laboratory exercises, clinical visits and independent learning modules will assist students to master clinically relevant information. Practical learning experiences will include analysis of laboratory and medical/surgical data, patient co-morbidities/risk factors, resource availability and information gained through interdisciplinary professional interactions and exercises that address health care/delivery to underserved populations. Students will also gain exposure to evidence-based practice through interactive dialogue in research seminars. [12SHC] DPTE 522: Musculoskeletal 1 The material presented in Musculoskeletal Block 1 will address orthopedic injuries and diseases of the upper and lower extremities. Learning experiences will include lectures, laboratory sessions, real and simulated patient cases, in addition to small group discussions that focus on clinically relevant examination and management techniques of persons throughout the lifespan. Upon completing this block, the student should be able to critically examine, communicate, and effectively document the information gathered during the initial examination, as well as, appropriately manage persons with orthopedic injuries and diseases. Weekly laboratory and seminar sessions will assist the student to understand the evidence supporting the concepts presented during the block and integrate these concepts into independent practice. [7SHC] DPTE 523: Part-time Affiliation 1 Part-time affiliations associated with Neuromuscular I and Musculoskeletal I blocks will introduce students to the clinical environment in order to practice their clinical skills under direct supervision of a clinical instructor. The students will be afforded the opportunity to apply didactic knowledge, develop professional behaviors, and practice hand -on skills. [1SHC]

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DPTE 524: Neuromuscular 1 This block will cover advanced study of neurological disorders of the central, sympathetic, and peripheral nervous systems across the lifespan. The emphasis will be on problem - solving and integrating the examination skills and intervention skills covered in previous courses to help students further develop their skills in establishing and executing a comprehensive plan of care for the neurological population. Students will be introduced to the identification and critique of evidenced to support clinical practice and the begin training in decision making to develop the skills necessary for independence practice for neurologic patient populations. [7SHC] DPTE 525: Musculoskeletal 2 The material presented in Musculoskeletal Block 2 will address orthopedic injuries and diseases affecting the spine, sacroiliac joints and hip. Learning experiences will be based on lectures, laboratory sessions, real and simulated patient cases, as a well as from small group discussions that focus on clinically relevant examination and management of persons throughout the lifespan. Upon completing this block the student should be able to critically examine, communicate, and document the information gathered during the initial examination and appropriately manage persons with orthopedic injuries and diseases. The design of the block incorporates suggestions from the Guide to Physical Therapist Practice. Weekly laboratory and seminar sessions will assist the student to understand the evidence supporting the concepts presented during the block and to integrate these concepts into independent practice. [7SHC] DPTE 526: Part-time Affiliation 2 Part-time affiliations associated with Neuromuscular II and Musculoskeletal II blocks will place students in the clinical environment in order to practice their clinical skills under direct supervision of a clinical instructor. The students will be afforded the opportunity to apply didactic knowledge, develop professional behaviors, and practice hand -on skills. [1SHC] DPTE 527: Neuromuscular 2 This block will continue the advanced study of neurological disorders of the central, sympathetic and peripheral nervous system across the lifespan. The emphasis will be on problem-solving and integrating the examination and intervention skills covered in previous blocks to facilitate the development of competency in establishing and executing a comprehensive plan of care for the neurologic population. Concepts presented in Neuromuscular Block I will be built upon, especially the identification and critique of evidence to support practice and clinical decision making necessary to function as an independent practitioner. Students will have the opportunity to document and communicate their findings appropriately. Small group seminars will further skills in critique of evidence to support clinical practice. Students will receive additional training in decision making to develop the skills necessary for an independent practitioner. [7SHC] DPTE 528: Professional Issues 3 Professional Issues Block 3 will focus on how to manage, market, and act as a supervisor in a physical therapy practice. By the end of this block students should be able to understand topics including billing and reimbursement, applying and interviewing for a job, staff development, productivity, quality improvement, legal issues of physical therapy practice, and practice and program marketing. In addition, students should be able to apply these principles to their clinical decision making and professional interactions with other health care providers, third party payers, patients, clients, and their caregivers. Learning experiences will include guest lectures, mock interviews, billing cases, role playing, and small group discussions. A block project will be assigned to simulate a marketing plan for a community based wellness program. This project will integrate concepts of wellness, communication, and use of web based technology addressed in previous blocks. [4SHC] DPTE 530: Clinical Qualifying Measures Clinical Qualifying Measures (CQM) is a multifaceted process wherein student professional growth, development and skill is assessed in a triangulated fashion. Students, peers, faculty and

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simulated patients provide data that is reviewed in composite to ascertain student readiness to proceed to the full-time clinical internship phase of the curriculum. CQM components include, but are not limited to: basic skills checks, portfolio reviews, simulated patient encounters and clinical documentation. Prior to the simulated patient encounter, students engage in active learning techniques to help synthesize and integrate information gained throughout the didactic phase of the curriculum. Emphasis is on clinical problem-solving, prioritization and use of evidence-based strategies. [1SHC] DPTE 532: Independent Study Educational Development This course provides the opportunity for students to become involved with subjects, topics, and projects that are relevant to Physical Therapy but are not included in the rest of the curriculum. Advanced applications will also be included on an individual basis. Completion of the IAPP will be embedded within this course, with the number of credits reflective of individual circumstances. If taken as an IAPP, this course can only be used one time in the second or third year of the curriculum. [1-4SHC]

Year 3 DPTE 532: Independent Study Educational Development This course provides the opportunity for students to become involved with subjects, topics, and projects that are relevant to Physical Therapy but are not included in the rest of the curriculum. Advanced applications will also be included on an individual basis. Completion of the IAPP will be embedded within this course, with the number of credits reflective of individual circumstances. If taken as an IAPP, this course can only be used one time in the second or third year of the curriculum. [1-4SHC] DPTE 545: Full Time Clinical Internship I In this first in a series of three full-time internships, students are provided the opportunity to apply didactic knowledge, develop professional behaviors, and practice patient/client management in a clinical setting. Students will perform all aspects of the patient-client management model, including: examination, evaluation, diagnosis, prognosis, and plan-of-care, documentation, delegation, legal and financial issues related to physical therapist practice. The internship is 11.5 weeks in length [10 week clinical phase]. A one-week preparatory phase is utilized to prepare academically, clinically, and administratively for the clinical portion. Clinical hours are determined by the clinic and may vary between 35-50 hours per week. These hours may occur from Sunday through Saturday, including evenings and weekends. The Clinical Instructor [CI] and the student, at midterm and conclusion of the internship, use the APTAdeveloped web-Clinical Performance Instrument [webCPI] to provide formal written performance evaluations. In addition to clinical care, the student is required to attend an introductory oncampus orientation, complete the web-CPI certification training, and complete an on-line case report quiz. By the conclusion of the internship, the student will meet Entry-level standard for the first five Professional Practice criteria of the CPI and Advanced Intermediate standard for the Patient Management criteria and Professional Development criterion of the web-CPI. [10SHC] DPTE 546: Full Time Clinical Internship II In this second full-time internship, students are provided the opportunity to continue to apply their didactic knowledge, develop professional behaviors, and practice patient/client management in another clinical setting. They will perform all aspects of the patient-client management model, as described in DPTE 545. The internship is 11.5 weeks in length [10 week clinical phase]. A one-week preparatory phase is utilized to prepare academically, clinically, and administratively for the clinical portion. Clinical hours are determined by the clinic and may vary between 35-50 hours per week. These hours may occur from Sunday through Saturday, including evenings and weekends. The CI and the student, at midterm and

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conclusion of the internship, use the webCPI to provide formal written performance evaluations. To successfully pass the block, the student must meet Entry-level standard for all the Professional Practice and Patient Management criteria of the web-CPI. In addition to clinical care, participation in Career Day / Clinical Education seminar held on UMB campus during preparatory week and completion of either a Case Report or Consultation Project assignment is required. [10SHC] DPTE 547: Full Time Clinical Internship III In this third, and final, full-time internship, students are provided the opportunity to continue to apply their didactic knowledge, develop professional behaviors, and practice patient/client management in another clinical setting. They will perform all aspects of the patient-client management model, as described in DPTE 545. The internship is 11.5 weeks in length [10 week clinical phase]. A one-week preparatory phase is utilized to prepare academically, clinically, and administratively for the clinical portion. Clinical hours are determined by the clinic and may vary between 35-50 hours per week. These hours may occur from Sunday through Saturday, including evenings and weekends. The CI and the student, at midterm and conclusion of the internship, use the webCPI to provide formal written performance evaluations. To successfully pass the block, the student must meet Entry-level standard for all of the Professional Practice and Patient Management criteria. In addition to clinical care, completion of either a Case Report or a Consultation Project assignment and an on-campus Clinical Education conclusion session is required. [10SHC]

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APTA CORE DOCUMENTS http://www.apta.org/CoreDocuments/ The Core Documents Definition states that a core document "defined the fundamental tenets of the association" and is "an indispensable document with which all association positions, standards, guidelines, policies, procedures and publications must comply. Criteria: The document serves as the basis for other association documents. The document is essential to the function of the association. The document is essential to the areas of practice, research, or education. Other association documents must comply with the document. There are 11 Core Documents. Three of them are a part of this handbook (the Code of Ethics and the Guide for Professional Conduct and Standards of Practice.) APTA CODE OF ETHICS The Principles and Standards http://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/HOD/Ethics/CodeofEthics.pdf The principles enumerated in the new Code build on core values of accountability, altruism, compassion, excellence, integrity, professional duty, and social responsibility. These values are described in the APTA document Professionalism in Physical Therapy: Core Values (available at "Core Documents"). Both the principles and the Standards of Ethical Conduct reflect the uniqueness of the field of physical therapy. Both documents establish for practitioners, employers, employees, and, most important, the public the responsibility that PTs and PTAs assume for their own and their colleagues' ethical behavior. Both documents also reflect the challenges and opportunities presented by the various practice environments in which physical therapy services are provided. Preamble The Code of ethics for the Physical Therapist (Code of Ethics) delineated the ethical obligations of all physical therapists as determined by the No code of ethics is exhaustive nor can it address every situation. Physical therapists are encouraged to seek additional advice or consultation in instances where the guidance of the Code of Ethics may not be definitive. The Code of Ethics is built upon the five roles of the physical therapist. Principle #1: Physical therapists shall respect the inherent dignity and rights of all individuals. (Core Values: Compassion, Integrity) 1A. Physical therapists shall act in a respectful manner toward each person regardless of age, gender, race, nationality, religion, ethnicity, social or economic status, sexual orientation, health condition, or disability. 1B. Physical therapists shall recognize their personal biases and shall not discriminate against others in physical therapists practice, Principle #2: Physical therapists shall be trustworthy and compassionate in addressing the rights and needs of patients/clients. (Core values: Altruism, Compassion, Professional Duty)

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2A. Physical therapists shall adhere to the core values of the professional and act in the best interests of patients/clients over the interests of the physical therapist. 2B. Physical therapists shall provide physical therapy services with compassionate and caring behaviors that incorporate the individual and cultural differences of patients/clients. 2C. Physical therapists shall provide the information necessary to allow patients or their surrogates to make informed decisions about physical therapy care or participation in clinical research. 2D. Physical therapists shall collaborate with patients/clients to empower them in decisions about their health care. 2E. Physical therapists shall protect confidential patient/client information and may disclose confidential information to appropriate authorities only when allowed or as required by law. Principle #3: Physical therapists shall be accountable for making sound professional judgments. (Core Values; Excellence, Integrity) 3A. Physical therapists shall demonstrate independent and objective professional judgment in the patients/clients best interest in all practice settings. 3B. Physical therapists shall demonstrate professional judgment informed by professional standards, evidence (including current literature and established best practice), practitioner experience, and patient/client values. 3C. Physical therapists shall make judgments within their scope of practice and level of expertise and shall communicate with, collaborate with, or refer to peers or other health care professional when necessary. 3D. Physical therapists shall not engage in conflicts of interest that interfere with professional judgment. 3E. Physical therapists shall provide appropriate direction of and communicate with physical therapists assistants and support personnel. Principle #4: Physical therapists shall demonstrate integrity in their relationship with patients/clients, families, colleagues, students, research participants, other health care providers, employers, payers, and the public. (Core Value: Integrity) 4A. Physical therapists shall provide truthful, accurate, and relevant information and shall not make misleading representations. 4B. Physical therapists shall not exploit persons over whom they have supervisory, evaluative or other authority (eg, patients/clients, students, supervisees, research participants, or employees). 4C. Physical therapists shall discourage misconduct by health care professionals and report illegal or unethical acts to the relevant authority, when appropriate. 4D. Physical therapists shall report suspected cases of abuse involving children or vulnerable adults to the appropriate authority, subject to law. 4E. Physical therapists shall not engage in any sexual relationship with any of their patients/clients, supervisees, or students. 4F. Physical therapists shall not harass anyone verbally, physically, emotionally, or sexually. Principle #5: Physical therapists shall fulfill their legal and professional obligations. (Core Values: Professional Duty, Accountability) 5A. Physical therapists shall comply with applicable local, state, and federal laws and regulations. 5B. Physical therapists shall have primary responsibility for supervision of physical therapists assistants and support personnel.

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5C. Physical therapists involved in research shall abide by accepted standards governing protection of research participants. 5D. Physical therapists shall encourage colleagues with physical, psychological, or substancerelated impairments that may adversely impact their professional responsibilities to seek assistance or counsel. 5E. Physical therapists who have knowledge that a colleague is unable to perform their professional responsibilities with reasonable skill and safety shall report this information to the appropriate authority. 5F. Physical therapists shall provide notice and information about alternatives for obtaining care in the event the physical therapist terminates the provider relationship while the patient/client continues to need physical therapy services. Principle #6: Physical therapists shall enhance their expertise through the lifelong acquisition and refinement of knowledge, skills, abilities, and professional behaviors. (Core Value: Excellence) 6A. Physical therapists shall achieve and maintain professional competence 6B. Physical therapists shall take responsibility for their professional development based on critical self-assessment and reflection on changes in physical therapist practice, education, health care delivery, and technology. 6C. Physical therapists shall evaluate the strength of evidence and applicability of content presented during professional development activities before integrating the content or techniques into practice. 6D. Physical therapists shall cultivate practice environments that support professional development, lifelong learning, and excellence. Principle #7: Physical therapists shall promote organizational behaviors and business practice that benefit patient/clients and society. (Core Values: Integrity, accountability) 7A. Physical therapists shall promote practice environments that support autonomous and accountable professional judgments. 7B. Physical therapists shall seek remuneration as is deserved and reasonable for physical therapists services. 7C. Physical therapists shall not accept gifts or other considerations that influence or give an appearance of influencing their professional judgment. 7D. Physical therapists shall fully disclose any financial interest they have in products or service that they recommend to patients/clients. 7E. Physical therapists shall be aware of charges and shall ensure that documentation and coding for physical therapy services accurately reflect the nature and extent of the services provided. 7F. Physical therapists shall refrain from employment arrangements, or other arrangements that prevent physical therapists from fulfilling professional obligations to patients/clients. Principle #8: Physical therapists shall participate in efforts to meet the health needs of people locally, nationally, or globally. (Core Value: Social responsibility) 8A. Physical therapists shall provide pro bono physical therapy services or support organizations that meet the health needs of people who are economically disadvantaged, uninsured, and underinsured. 8B. Physical therapists shall advocate to reduce health disparities and health care inequities, improve access to health care services, and address the health, wellness, and preventive health care needs of people.

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8C. Physical therapists shall be responsible steward of health care resources and shall avoid overutilization or underutilization of physical therapy services. 8D. Physical therapists shall educate members of the public about the benefits of physical therapy and the unique role of the physical therapist. APTA Guide for Professional Conduct Purpose This Guide for Professional Conduct (Guide) is intended to serve physical therapists in interpreting the Code of Ethics for the Physical Therapist (Code) of the American Physical Therapy Association (APTA) in matters of professional conduct. The APTA House of Delegates in June of 2009 adopted a revised Code, which became effective on July 1, 2010. The Guide provides a framework by which physical therapists may determine the propriety of their conduct. It is also intended to guide the professional development of physical therapist students. The Code and the Guide apply to all physical therapists. These guidelines are subject to change as the dynamics of the profession change and as new patterns of health care delivery are developed and accepted by the professional community and the public. Interpreting Ethical Principles The interpretations expressed in this Guide reflect the opinions, decisions, and advice of the Ethics and Judicial Committee (EJC). The interpretations are set forth according to topic. These interpretations are intended to assist a physical therapist in applying general ethical principles to specific situations. They address some but not all topics addressed in the Principles and should not be considered inclusive of all situations that could evolve. This Guide is subject to change, and the Ethics and Judicial Committee will monitor and timely revise the Guide to address additional topics and Principles when necessary and as needed. Preamble to the Code The Preamble states as follows: 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. No code of ethics is exhaustive nor can it address every situation. Physical therapists are encouraged to seek additional advice or consultation in instances where the guidance of the Code of Ethics may not be definitive. This Code of Ethics is built upon the five roles of the physical therapist (management of patients/clients, consultation, education, research, and administration), the core values of the profession, and the multiple realms of ethical action (individual, organizational, and societal). Physical therapist practice is guided by a set of seven core values: accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility. Throughout the document the primary core values that support specific principles are indicated in parentheses. Unless a specific role is indicated in the principle, the duties and obligations

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being delineated pertain to the five roles of the physical therapist. Fundamental to the Code of Ethics is the special obligation of physical therapists to empower, educate, and enable those with impairments, activity limitations, participation restrictions, and disabilities to facilitate greater independence, health, wellness, and enhanced quality of life. Interpretation: Upon the Code of Ethics for the Physical Therapist being amended effective July 1, 2010, all the lettered principles in the Code contain the word shall and are mandatory ethical obligations. The language contained in the Code is intended to better explain and further clarify existing ethical obligations. These ethical obligations predate the revised Code. Although various words have changed, many of the obligations are the same. Consequently, the addition of the word shall serves to reinforce and clarify existing ethical obligations. A significant reason that the Code was revised was to provide physical therapists with a document that was clear enough such that they can read it standing alone without the need to seek extensive additional interpretation. The Preamble states that [n]o Code of Ethics is exhaustive nor can it address every situation The Preamble also states that physical therapists are encouraged to seek additional advice or consultation in instances in which the guidance of the Code may not be definitive. Potential sources for advice and counsel include third parties and the myriad resources available on the APTA Web site. Inherent in a physical therapists ethical decision-making process is the examination of his or her unique set of facts relative to the Code. TOPICS Respect Principle 1A states as follows: 1A. Physical therapists shall act in a respectful manner toward each person regardless of age, gender, race, nationality, religion, ethnicity, social or economic status, sexual orientation, health condition, or disability. Interpretation: Principle 1A addresses the display of respect toward others. Unfortunately, there is no universal consensus about what respect looks like in every situation. For example, direct eye contact is viewed as respectful and courteous in some cultures and inappropriate in others. It is up to the individual to assess the appropriateness of behavior in various situations. Altruism Principle 2A states as follows: 2A. Physical therapists shall adhere to the core values of the profession and shall act in the best interests of patients/clients over the interests of the physical therapist. Interpretation: Principle 2A reminds physical therapists to adhere to the professions core values and act in the best interest of patients/clients over the interests of the physical therapist. Often this is done without thought, but sometimes, especially at the end of the day when the physical therapist is fatigued and ready to go home, it is a conscious decision. For example, the physical therapist may need to make a decision between leaving on time and staying at work longer to see a patient who was 15 minutes late for an appointment. Autonomy Principle 2C states as follows: 2C. Physical therapists shall provide the information necessary to allow patients or their surrogates to make informed decisions about physical therapy care or participation in clinical research.

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Interpretation: The underlying purpose of Principle 2C is to require a physical therapist to respect patient autonomy. In order to do so, a physical therapist shall communicate to the patient/client the findings of his/her examination, evaluation, diagnosis, and prognosis. A physical therapist shall use sound professional judgment in informing the patient/client of any substantial risks of the recommended examination and intervention and shall collaborate with the patient/client to establish the goals of treatment and the plan of care. Ultimately, a physical therapist shall respect the patients/clients right to make decisions regarding the recommended plan of care, including consent, modification, or refusal. Professional Judgment Principles 3, 3A, and 3B state as follows: 3: Physical therapists shall be accountable for making sound professional judgments. (Core Values: Excellence, Integrity) 3A. Physical therapists shall demonstrate independent and objective professional judgment in the patients/clients best interest in all practice settings. 3B. Physical therapists shall demonstrate professional judgment informed by professional standards, evidence (including current literature and established best practice), practitioner experience, and patient/client values. Interpretation: Principles 3, 3A, and 3B state that it is the physical therapists obligation to exercise sound professional judgment, based upon his/her knowledge, skill, training, and experience. Principle 3B further describes the physical therapists judgment as being informed by three elements of evidence-based practice. With regard to the patient/client management role, once a physical therapist accepts an individual for physical therapy services he/she shall be responsible for: the examination, evaluation, and diagnosis of that individual; the prognosis and intervention; re-examination and modification of the plan of care; and the maintenance of adequate records, including progress reports. A physical therapist shall establish the plan of care and shall provide and/or supervise and direct the appropriate interventions. Regardless of practice setting, a physical therapist has primary responsibility for the physical therapy care of a patient and shall make independent judgments regarding that care consistent with accepted professional standards. If the diagnostic process reveals findings that are outside the scope of the physical therapist's knowledge, experience, or expertise or that indicate the need for care outside the scope of physical therapy, the physical therapist shall so inform the patient/client and shall refer the patient/client to an appropriate practitioner. A physical therapist shall determine when a patient/client will no longer benefit from physical therapy services. When a physical therapist's judgment is that a patient will receive negligible benefit from physical therapy services, the physical therapist shall not provide or continue to provide such services if the primary reason for doing so is to further the financial self-interest of the physical therapist or his/her employer. A physical therapist shall avoid overutilization of physical therapy services. If the diagnostic process reveals findings that are outside the scope of the physical therapist's knowledge, experience, or expertise or that indicate the need for care outside the scope of physical therapy, the physical therapist shall so inform the patient/client and shall refer the patient/client to an appropriate practitioner. A physical therapist shall determine when a patient/client will no longer benefit from physical therapy services. When a physical therapist's judgment is that a patient will receive negligible benefit from physical therapy services, the physical therapist shall not provide or continue to provide such services if the primary reason for doing so is to further the financial self-interest of the physical therapist or his/her employer. A physical therapist shall avoid overutilization of physical therapy services. See Principle 8C.

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Supervision Principle 3E states as follows: 3E. Physical therapists shall provide appropriate direction of and communication with physical therapist assistants and support personnel. Interpretation: Principle 3E describes an additional circumstance in which sound professional judgment is required; namely, through the appropriate direction of and communication with physical therapist assistants and support personnel. Further information on supervision via applicable local, state, and federal laws and regulations (including state practice acts and administrative codes) is available. Information on supervision via APTA policies and resources is also available on the APTA Web site. See Principles 5A and 5B. Integrity in Relationships Principle 4 states as follows: 4: Physical therapists shall demonstrate integrity in their relationships with patients/clients, families, colleagues, students, research participants, other health care providers, employers, payers, and the public. (Core Value: Integrity) Interpretation: Principle 4 addresses the need for integrity in relationships. This is not limited to relationships with patients/clients, but includes everyone physical therapists come into contact with professionally. For example, demonstrating integrity could encompass working collaboratively with the health care team and taking responsibility for ones role as a member of that team. Reporting Principle 4C states as follows; 4C. Physical therapists shall discourage misconduct by healthcare professionals and report illegal or unethical acts to the relevant authority, when appropriate. Interpretation: When considering the application of when appropriate under Principle 4C, keep in mind that not all allegedly illegal or unethical acts should be reported immediately to an agency/authority. The determination of when to do so depends upon each situations unique set of facts, applicable laws, regulations, and policies. Depending upon those facts, it might be appropriate to communicate with the individuals involved. Consider whether the action has been corrected, and in that case, not reporting may be the most appropriate action. Note, however, that when an agency/authority does examine a potential ethical issue, fact finding will be its first step. The determination of ethicality requires an understanding of all of the relevant facts, but may still be subject to interpretation. The EJC Opinion titled: Topic: Preserving Confidences; Physical Therapist's Reporting Obligation With Respect to Unethical, Incompetent, or Illegal Acts provides further information on the complexities of reporting.

Exploitation Principle 4E states as follows: 4E. Physical therapists shall not engage in any sexual relationship with any of their patient/clients, supervisees or students. Interpretation: The statement is fairly clear sexual relationships with their patients/clients, supervisees or students are prohibited. This component of Principle 4 is consistent with Principle 4B, which states:

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Physical therapists shall not exploit persons over whom they have supervisory, evaluative or other authority (e.g. patients/clients, students, supervisees, research participants, or employees). Next, consider this excerpt from the EJC Opinion titled Topic: Sexual Relationships With Patients/Former Patients: A physical therapist stands in a relationship of trust to each patient and has an ethical obligation to act in the patient's best interest and to avoid any exploitation or abuse of the patient. Thus, if a physical therapist has natural feelings of attraction toward a patient, he/she must sublimate those feelings in order to avoid sexual exploitation of the patient. Ones ethical decision making process should focus on whether the patient/client, supervisee or student is being exploited. In this context, questions have been asked about whether one can have a sexual relationship once the patient/client relationship ends. To this question, the EJC has opined as follows: The Committee does not believe it feasible to establish any bright-line rule for when, if ever the initiation of a romantic/sexual relationship with a former patient would be ethically permissible. The Committee imagines that in some cases a romantic/sexual relationship would not offend if initiated with a former patient soon after the termination of treatment, while in others such a relationship might never be appropriate. Colleague Impairment Principle 5D and 5E state as follows: 5D. Physical therapists shall encourage colleagues with physical, psychological, or substance-related impairments that may adversely impact their professional responsibilities to seek assistance or counsel. 5E. Physical therapists who have knowledge that a colleague is unable to perform their professional responsibilities with reasonable skill and safety shall report the information to the appropriate authority. Interpretation: The central tenet of Principles 5D and 5E is that inaction is not an option for a physical therapist when faced with the circumstances described. Principle 5D states that a physical therapist shall encourage colleagues to seek assistance or counsel while Principle 5E addresses reporting information to the appropriate authority. 5D and 5E both require a factual determination on your part. This may be challenging in the sense that you might not know or it might be difficult for you to determine whether someone in fact has a physical, psychological, or substance-related impairment. In addition, it might be difficult to determine whether such impairment may be adversely affecting his or her professional responsibilities. Moreover, once you do make these determinations, the obligation under 5D centers not on reporting, but on encouraging the colleague to seek assistance. However, the obligation under 5E does focus on reporting. But note that 5E discusses reporting when a colleague is unable to perform whereas 5D discusses encouraging colleagues to seek assistance when the impairment may impairment may adversely affect his or her professional responsibilities. So, 5D discusses something that may be affecting performance, whereas 5E addresses a situation in which someone is clearly unable to perform. The 2 situations are distinct. In addition, it is important to note that 5E does not mandate to whom you report; it gives you discretion to determine the appropriate authority. The EJC Opinion titled: Topic: Preserving Confidences; Physical Therapist's Reporting Obligation With Respect to Unethical, Incompetent, or Illegal Acts provides further information on the complexities of reporting.

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Professional Competence Principle 6A states as follows: 6A. Physical therapists shall achieve and maintain professional competence. Interpretation: 6A requires a physical therapist to maintain professional competence within ones scope of practice throughout ones career. Maintaining competence is an ongoing process of self-assessment, identification of strengths and weaknesses, acquisition of knowledge and skills based on that assessment, and reflection on and reassessment of performance, knowledge and skills. Numerous factors including practice setting, types of patients/clients, personal interests and the addition of new evidence to practice will influence the depth and breadth of professional competence in a given area of practice. Additional resources on Continuing Competence are available on the APTA Web site. Professional Growth Principle 6D states as follows: 6D. Physical therapists shall cultivate practice environments that support professional development, life-long learning, and excellence. Interpretation: 6D elaborates on the physical therapists obligations to foster an environment conducive to professional growth, even when not supported by the organization. The essential idea is that this is the physical therapists responsibility, whether or not the employer provides support. Charges and Coding Principle 7E states as follows: 7E. Physical therapists shall be aware of charges and shall ensure that documentation and coding for physical therapy services accurately reflect the nature and extent of the services provided. Interpretation: Principle 7E provides that the physical therapist must make sure that the process of documentation and coding accurately captures the charges for services performed. In this context, where charges cannot be determined because of payment methodology, physical therapists may review the House of Delegates policy titled Professional Fees for Physical Therapy Services. Additional resources on documentation and coding include the House of Delegates policy titled Documentation Authority for Physical Therapy Services and the Documentation and Coding and Billing information on the APTA website. Pro Bono Services Principle 8A states as follows: 8A. Physical therapists shall provide pro bono physical therapy services or support organizations that meet the health needs of people who are economically disadvantaged, uninsured, and underinsured. Interpretation: The key word in Principle 8A is or. If a physical therapist is unable to provide pro bono services he or she can fulfill ethical obligations by supporting organizations that meet the health needs of people who are economically disadvantaged, uninsured, and underinsured. In addition, physical therapists may review the House of Delegates guidelines titled Guidelines: Pro Bono Physical Therapy Services. Additional resources on pro bono physical therapy services are available on the APTA Web site. 8A also addresses supporting organizations to meet health needs. In terms of supporting organizations, the principle does not specify the type of support that is required. Physical therapists may express support through volunteerism,

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financial contributions, advocacy, education, or simply promoting their work in conversations with colleagues.
Issued by the Ethics and Judicial Committee American Physical Therapy Association October 1981 Last Amended November 2010 Last Updated: 11/30/10 Contact: ejc@apta.org

STANDARDS OF PRACTICE FOR PHYSICAL THERAPY HOD S06-10-09-07 [Amended HOD S06-10-09-06; HOD S06-03-09-10; HOD 06-03-09-10; HOD 06-99-18-22; HOD 06-96-16-31; HOD 06-91-21-25; HOD 06-85-30-56; Initial HOD 06-80-04-04; HOD 06-80-03-03] [Standard] Preamble The physical therapy professions commitment to society is to promote optimal health and functioning in individuals by pursuing excellence in practice. The American Physical Therapy Association attests to this commitment by adopting and promoting the following Standards of Practice for Physical Therapy. These Standards are the professions statement of conditions and performances that are essential for provision of high quality professional service to society, and provide a foundation for assessment of physical therapist practice. I. Ethical/Legal Considerations A. Ethical Considerations The physical therapist practices according to the Code of Ethics of the American Physical Therapy Association. The physical therapist assistant complies with the Standards of Ethical Conduct for the Physical Therapist Assistant of the American Physical Therapy Association. B. Legal Considerations The physical therapist complies with all the legal requirements of jurisdictions regulating the practice of physical therapy. The physical therapist assistant complies with all the legal requirements of jurisdictions regulating the work of the assistant. II. Administration of the Physical Therapy Service A. Statement of Mission, Purposes, and Goals The physical therapy service has a statement of mission, purposes, and goals that reflects the needs and interests of the patients/clients served, the physical therapy personnel affiliated with the service, and the community. B. Organizational Plan The physical therapy service has a written organizational plan. C. Policies and Procedures The physical therapy service has written policies and procedures that reflect the operation, mission, purposes, and goals of the service, and are consistent with the Associations standards, policies, positions, guidelines, and Code of Ethics. D. Administration A physical therapist is responsible for the direction of the physical therapy service. E. Fiscal Management The director of the physical therapy service, in consultation with physical therapy staff and appropriate administrative personnel, participates in the planning for and allocation of resources. Fiscal planning and management of the service is based on sound accounting principles.

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F. Improvement of Quality of Care and Performance The physical therapy service has a written plan for continuous improvement of quality of care and performance of services. G. Staffing The physical therapy personnel affiliated with the physical therapy service have demonstrated competence and are sufficient to achieve the mission, purposes, and goals of the service. H. Staff Development The physical therapy service has a written plan that provides for appropriate and ongoing staff development. I. Physical Setting The physical setting is designed to provide a safe and accessible environment that facilitates fulfillment of the mission, purposes, and goals of the physical therapy service. The equipment is safe and sufficient to achieve the purposes and goals of physical therapy. J. Collaboration The physical therapy service collaborates with all disciplines as appropriate. III. Patient/Client Management A. Physical Therapist of Record The physical therapist of record is the therapist who assumes responsibility for patient/client management and is accountable for the coordination, continuation, and progression of the plan of care. B. Patient/Client Collaboration Within the patient/client management process, the physical therapist and the patient/client establish and maintain an ongoing collaborative process of decision making that exists throughout the provision of services. C. Initial Examination/Evaluation/Diagnosis/Prognosis The physical therapist performs an initial examination and evaluation to establish a diagnosis and prognosis prior to intervention. D. Plan of Care The physical therapist establishes a plan of care and manages the needs of the patient/client based on the examination, evaluation, diagnosis, prognosis, goals, and outcomes of the planned interventions for identified impairments, activity limitations, and participation restrictions. The physical therapists involve the patient/client and appropriate others in the planning, implementation, and assessment of the plan of care. The physical therapist, in consultation with appropriate disciplines, plans for discharge of the patient/client taking into consideration achievement of anticipated goals and expected outcomes, and provides for appropriate follow-up or referral. E. Intervention The physical therapist provides or directs and supervises the physical therapy intervention consistent with the results of the examination, evaluation, diagnosis, prognosis, and plan of care. F. Reexamination The physical therapist reexamines the patient/client as necessary during an episode of care to evaluate progress or change in patient/client status and modifies the plan of care accordingly or discontinues physical therapy services.

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G. Discharge/Discontinuation of Intervention The physical therapist discharges the patient/client from physical therapy services when the anticipated goals or expected outcomes for the patient/client have been achieved. The physical therapist discontinues intervention when the patient/client is unable to continue to progress toward goals or when the physical therapist determines that the patient/client will no longer benefit from physical therapy. H. Communication/Coordination/Documentation The physical therapist communicates, coordinates, and documents all aspects of patient/client management including the results of the initial examination and evaluation, diagnosis, prognosis, plan of care, interventions, response to interventions, changes in patient/client status relative to the interventions, reexamination, and discharge/discontinuation of intervention and other patient/client management activities. The physical therapist of record is responsible for hand off communication. IV. Education The physical therapist is responsible for individual professional development. The physical therapist assistant is responsible for individual career development. The physical therapist and the physical therapist assistant, under the direction and supervision of the physical therapist, participate in the education of students. The physical therapist educates and provides consultation to consumers and the general public regarding the purposes and benefits of physical therapy. The physical therapist educates and provides consultation to consumers and the general public regarding the roles of the physical therapist and the physical therapist assistant. V. Research The physical therapist applies research findings to practice and encourages, participates in, and promotes activities that establish the outcomes of patient/client management provided by the physical therapist. VI. Community Responsibility The physical therapist demonstrates community responsibility by participating in community and community agency activities, educating the public, formulating public policy, or providing pro bono physical therapy services. (See also Board of Directors standard Criteria for Standards of Practice) Relationship to Vision 2020: Professionalism; (Practice Department, ext 3176) [Document updated: 02/03/2011]
Explanation of Reference Numbers: BOD P00-00-00-00 stands for Board of Directors/month/year/page/vote in the Board of Directors Minutes; the "P" indicates that it is a position (see below). For example, BOD P11-97-06-18 means that this position can be found in the November 1997 Board of Directors minutes on Page 6 and that it was Vote 18. P: Position | S: Standard | G: Guideline | Y: Policy | R: Procedure

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Department of Physical Therapy and Rehabilitation Science

100 Penn Street Baltimore, Maryland 21201-1082 410 706 7720, 7721 410 706 6387 fax

Medical Clearance Date: _____________________________________

Physician/Healthcare Provider Name: ________________________________________ Phone Number: ___________________ Email Address: _________________________ Office Address:___________________________________________________________

I personally examined _____________________________ and have reviewed

(Student Name)

the Technical Standards as established by the University of Maryland School of Medicine, Department of Physical Therapy and Rehabilitation Science. I find the aforementioned student capable of fully meeting those essential requirements and deem the student fit to participate in didactic and clinical activities without need for accommodation or task modification.

Physician/Healthcare Provider Signature: ____________________________________ Please print name: _____________________________________________________

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Department of Physical Therapy and Rehabilitation Science

100 Penn Street Baltimore, Maryland 21201-1082 410 706 7720, 7721 410 706 6387 fax

Statement of Physician/Healthcare Provider Date: _____________________________________ Physician/Healthcare Provider Name: _________________________________________ Office Address:___________________________________________________________ Phone Number: ______________________ Fax: _______________________

I personally examined _____________________________ and have reviewed the

(Student Name)

Technical Standards as established by the University of Maryland School of Medicine,

Department of Physical Therapy and Rehabilitation Science. Due to the current health status, physical, or emotional condition of the student, the following limitation/restriction/modification to didactic and clinical activities is required: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ This limitation of activity should continue until: _______________________________
(Date)

Physician/Healthcare Provider Signature: ____________________________________ Please print name: _____________________________________________________

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POLICY ON TUTOR OBTAINMENT AND UTILIZATION The Department of Physical Therapy and Rehabilitation Science promotes and encourages the use of tutors for students in need of academic support. Students are strongly encouraged to assume an active approach to obtain content mastery when difficulties are encountered. Recommendations for suitable tutors or for other educational strategies / resources can be solicited from the Block Leader at any point throughout the Block. The Student Handbook provides another valuable reference for identification of additional resources. While any student can obtain a tutor, at any time, via private means / arrangements, the Department will only financially support tutoring services for those students who meet eligibility requisites. Students enrolled in Basic Science I / II / III and Professional Issues I / II, who receive an Interim Block Notice will be eligible for department-funded tutoring services, if desired and if available. Department-funded tutoring services will not apply for students enrolled in Medical Issues, Musculoskeletal I /II, Neuromuscular I / II, Professional Issues III, Part-time Affiliations I / II, or Full-time Internships I / II / III. To obtain a tutor, the student receiving such academic notification will need to request the tutor service in writing by filling out the appropriate forms attached to this policy. The forms should be submitted to the Block Leader and copied to the Director of the DPT Program. The Block Leader, in turn, should complete the Tutor Obtainment Form (also attached to this policy) and return it to the Director of the DPT Program and the Department Administrator. A qualified tutor will be an individual with any of the following characteristics: 1. A practicing or licensed clinician with experience or expertise in the area of study. 2. An individual with credentials commensurate with the field of study, or 3. An individual who has successfully passed similar coursework. The Block Leader should exercise his/her best discretion in identifying an appropriate tutor. Department-funded tutoring services will be on a limited and finite basis and must be accompanied by progress-reports. The tutor will work with both the Block Leader and student to devise an approach that would be most time effective and beneficial. The hours for tutoring may not exceed 3 per week. Tutor conflicts that necessitate a change to this hourly schedule must be pre-approved by the Director of the DPT Program. Student grade averages will be recalculated after each examination to ascertain if ongoing department-funded tutoring services are warranted. Students will need to submit separate paperwork each time tutor services are desired between different testing intervals. In the event multiple students qualify for tutoring, group sessions will be conducted to the greatest extent possible. Any student participating in department-funded tutoring services who fails to follow the agreed upon and designated tutoring plan or who exhibits unprofessional behaviors / mannerisms will have such services immediately terminated. It should be reiterated that tutoring services might not be available if an acceptable tutor cannot be identified. In such situations, the Block Leader and the Director of the DPT Program will work with the student in need to devise a plan and approach that may help direct and focus future studying and preparatory efforts. Updated 12/1/05 PTRS Tutor Policy; Revisions effective 1/1/06

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Department of Physical Therapy and Rehabilitation Science 100 Penn Street Baltimore, Maryland 21201-1082 410 706 7720, 7721 410 706 6387 fax

Student Request Form for Tutor Obtainment and Utilization To be completed by student

Please complete this form in full to officially request a tutor for the Block in which your current performance is below departmental passing standards. Your signature below indicates your understanding of the above Policy on Tutor Obtainment and Utilization.

Date Completing Form: ___________________________________________ Specify Block:_____ Basic Science I _____ Basic Science II _____ Basic Science III _____ Professional Issues I _____Professional Issues II Block Leader: __________________________________________________ Student Name: _________________________________________________ Exam or Assessment Interval (and Date) for Which Tutoring Services are requested: ____________________________________________________________

Student Contact Information: Address: _____________________________________________________ Phone: ______________________________________________________ E-mail: ______________________________________________________

Date Submitting Form: ___________________________________________ Student Signature: _______________________________________________ * Student: Submit the original signed form to the Block Leader and a copy to the Director of the DPT Program. Please follow-up with the Block Leader in person to facilitate tutoring services.

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Department of Physical Therapy and Rehabilitation Science 100 Penn Street Baltimore, Maryland 21201-1082 410 706 7720, 7721 410 706 6387 fax

Tutor Contract To be completed by student and tutor Tutoring is a supportive service offered to students who are in academic jeopardy based upon interim objective assessment results in designated didactic blocks. Tutoring services are not to be utilized as a mechanism of acquiring information in lieu of presentations by faculty. The total number of hours available for tutoring may not exceed that as outlined in Department Policy. Responsibilities of the student being tutored: 1. Be prompt to all scheduled sessions. 2. Arrive to all sessions prepared with: a. Clarifying questions to ask of the tutor. b. Necessary review of all information as requested by the tutor. 3. Arrive to all sessions prepared for: a. Quizzing of material by the tutor. b. Active involvement in the session via contributions to scholarly dialogue. Note: the student is responsible to resolve any discrepancies between information obtained by the tutor and that presented in class. The student engaging in tutoring services may not hold the tutor responsible for misdirecting studying efforts or incorrectly presenting or prioritizing information. Responsibilities of the tutor: 1. Be prompt to all scheduled sessions. 2. Arrive to all sessions prepared with: a. Prior review of information in anticipation of the study session. b. Mechanisms to help assess student understanding of the information. 3. Arrive to all sessions prepared for: a. Sharing study and test-taking tips. b. Developing student confidence in his/her ability to learn the material. c. Active involvement in the session via contributions to scholarly dialogue. 4. Abide by the School and Department Honor Code by holding examination data confidential. Note: information shared between the student and tutor will not be held in confidence. Rather, the Department reserves the right to solicit feedback on student progress by the involved parties. Tutoring will be terminated if either party, in the opinion of the Block Leader or Director of the DPT Program, deems this relationship to be nonproductive or in violation of the aforementioned responsibilities or Department policies. The signatures below indicate understanding of the information as presented in this contract. Student requesting tutoring: ___________________________ Tutor: ____________________________________________ Block Leader: ______________________________________ Director of DPT Program:: ____________________________ Date: _____________ Date: _____________ Date: _____________ Date: _____________

Student: After signed by student and tutor, route this form to both the Block Leader and Director of the DPT Program for signature.

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Department of Physical Therapy and Rehabilitation Science 100 Penn Street Baltimore, Maryland 21201-1082 410 706 7720, 7721 410 706 6387 fax

Tutor Obtainment Form To be completed by Block Leader Please complete this form for those students who both qualify for and specifically request tutoring services. Date Services Were Requested: ______________________________________ Specify Block:_____ Basic Science I _____ Basic Science II _____ Basic Science III _____ Professional Issues I _____Professional Issues II Block Leader: __________________________________________________ Student Name: _________________________________________________ Justification for Tutoring: __________________________________________ Name of Identified Tutor: __________________________________________ Tutor Contact Information: Phone: __________________________________________________ E-mail: __________________________________________________ Does the Tutor Require Payment? Yes / No (If yes, select appropriate category below.) Note: voluntary faculty will not receive payment; tutoring hours may be applied toward yearly record of teaching contribution. Payment for qualified tutors is as follows: 1. A practicing or licensed clinician with experience or expertise in the area of study $30 per hour 2. An individual with credentials commensurate with the field of study $30 per hour 3. An individual who has successfully passed similar coursework $13 per hour Outline Tutoring Plan and Mechanism for Progress Reports: ___________________ __________________________________________________________________________ Signed copies of this form must be submitted to the Director of the DPT Program as well as the Department Administrator.

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