Academic Curriculum

The physical therapy curriculum focuses on the study of interventions for improving dysfunctional human movement and is built upon a foundation of scientific inquiry and critical appraisal of published works. Classroom and clinical opportunities incorporate concern for the dignity of the individual by emphasizing integration of the patient into his/her own environment. Lifelong learning, as well as continued academic and professional growth, are fostered such that graduates can be leaders in meeting the future needs of patients and the physical therapy profession. The concept of ability (competency)-based learning and assessment is a major educational philosophy shared by the Physical Therapy Program faculty.

Systems and lifespan models, along with a modified problem-oriented approach, are integrated throughout the Program’s curriculum, applying the Guide to Physical Therapist Practice nomenclature and organization. Critical inquiry, clinical decision-making, and patient management processes are integrated with relevant content and ultimately applied during the Clinical Internships within the Clinical Practice Track. The curriculum also emphasizes evidence-based practice. Other transcurricular themes include integration across domains, ethical practice, critical thinking and problem-solving, cultural diversity, patient-centered care, prevention/wellness, life-long learning and openness to new ideas. These tracks and themes are successfully woven into the Program’s curriculum.

Educational Principles upon which the Curriculum is Built

Consistent with traditional education theory, the Program’s curriculum is sequenced in a progressive fashion across cognitive, psychomotor, and affective domains. Individual student learning styles are ascertained through assessment exercises early in the Program to assist the faculty in the development of appropriate instructional methods. The curriculum is based on shared responsibility between faculty and students, adult learning, collaborative learning, ability-based learning and assessment, and the Generic Abilities. Generic Abilities are behaviors, attributes, or characteristics that are not explicitly part of a profession's core knowledge and technical skills but are nevertheless required for success in that profession. Generic Abilities, which define expected behavior within a given profession, serve as the foundation for ability-based learning.

The Generic Abilities specific to the practice of physical therapy are:

1. Commitment to Learning
2. Interpersonal Skills
3. Communication Skills
4. Effective Use of Time and Resources
5. Use of Constructive Feedback
6. Problem-Solving
7. Professionalism
8. Responsibility
9. Critical Thinking
10. Stress Management

(These Generic Abilities were developed by the UW-Madison Physical Therapy Program and are universally accepted as defining physical therapy professional behavior.)

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Physical Therapy - University of Wisconsin Department of Orthopedics & Rehabilitation
First published: 01/01/04 Last updated: 05/09/08 webmaster@surgery.wisc.edu
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