Physical Therapy Program Overview

Program Chair: Mary Kessler, PT, MHS

Operations Administrator:  Sherri Chambliss

Institutional Accreditation: North Central Association of Colleges and Schools

Date of Initial Accreditation of Physical Therapy Program: Bachelor's degree: May 1981 (this degree is no longer offered) Master's degree: October 1991; the Master's program transitioned to the Doctor of Physical Therapy program in May 2006.

Current Accreditation Status: The Doctor of Physical Therapy Program at the University of Evansville is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE) of the American Physical Therapy Association (APTA). Next visit April 2013.

Degree Conferred: Doctor of Physical Therapy

Faculty: There are 10.5 full-time and 4 part-time faculty members. The faculty to student ratio is 1:8.95

Goals of the Physical Therapy Program

  1. To provide an accredited educational program in physical therapy that enables all students to achieve the expected student outcomes.
  2. To function as an essential constituent of the University, participating in the full range of faculty functions.
  3. To provide for students and faculty an environment that promotes learning, a spirit of inquiry, scholarly activity, continuous professional development, and cultural sensitivity.
  4. To encourage active participation of students and faculty in the provision of health care.
  5. To encourage active participation of students and faculty in community service.

Expected Student Outcomes

Graduates of the program will be professionals who:

  1. are able to self-assess.
  2. are able to think critically.
  3. practice in an ethical manner.
  4. practice in a culturally sensitive manner.
  5. are committed to lifelong learning.
  6. participate in professional organizations.
  7. participate in service to the community.
  8. are advocates for their patients.
  9. are advocates for their profession.

Evidence Based Practice Principles Integrated into Curriculum

Evidence-based practice (EBP) is defined by M.U.D.O.C. as "an approach to health care practice in which the clinician is aware of the clinical evidence supporting his or her clinical practice approach, and the strength of that evidence."  EBP is more than the next buzzword in physical therapy.  It is thought to be an integral part of our profession and represents the optimal practice model for now and the future (see www.evidenceinmotion.com).  It is also one of the six components of the American Physical Therapy Association's vision for 2020. 

We have restructured the scientific inquiry sequence of our curriculum to provide DPT students more time to develop basic knowledge and skills related to EBP.  This includes a two-credit course dedicated to EBP.  Additionally, faculty have worked together to create consistent student expectations related to EBP principles.  This means that doing courses dedicated to patient management, students will be expected to be able to address the level of evidence in support of all aspects of patient care.  Students will hear a common theme related to EBP across the curriculum.