CONGDON SCHOOL OF
HEALTH SCIENCES
NORTH CAROLINA
|
WWW.HIGHPOINT.EDU
A MESSAGE FROM THE DEAN
DR. KEVIN FORD, Ph.D., FACSM is the Dean of the Congdon School of Health Sciences and Professor of Physical Therapy. He has been at High Point University since 2012 and brings over 25 years of experience in biomechanics, research and other health science related fields. He has an active research agenda within the Department of Physical Therapy’s Human Biomechanics and Physiology Laboratory.
The Congdon School of Health Sciences is comprised of six departments: the Department of Athletic Training, the Department of Exercise Science, the Department of Medical Sciences, the Department of Nursing, the Department of Physical Therapy and the Department of Physician Assistant Studies. All six departments are committed to building innovative programs that holistically prepare scholars and health care professionals for the future as it is going to be. The foundation of such quality programs begins with stellar faculty. As you explore this prospectus, you will see that High Point University’s Congdon School of Health Sciences has attracted master educators who are also recognized both nationally and globally as expert clinicians and accomplished researchers. We have provided our faculty with the resources they need to actively engage students. Through evidencebased clinical practice, community engagement and excellence in teaching, our faculty are preparing scholars and compassionate, patient-centered health care professionals to become leaders in their field. I encourage you to read more about how the Congdon School of Health Sciences is committed to providing you with an extraordinary education.
Kevin Ford, PhD, FACSM Dean, Congdon School of Health Sciences kford@highpoint.edu
VISION STATEMENT: The Congdon School of Health Sciences will be recognized nationally and internationally, as an exemplary model for the integration and translation of interdisciplinary knowledge into the preparation of exceptional practitioners, scholars and health care professionals, who are committed to providing evidence-based health and clinical services across the continuum of care. MISSION STATEMENT: Through excellence in teaching, scholarship, evidence-based clinical practice and community engagement, the Congdon School of Health Sciences advances client- and patient-centered care across the lifespan, by educating and preparing exceptional and compassionate practitioners, scholars and healthcare professionals who are dedicated to life-long learning and an interdisciplinary approach to achieving optimal outcomes.
ACADEMIC PROSPECTUS | HEALTH SCIENCES
CONGDON SCHOOL OF HEALTH SCIENCES
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PAGE FACULTY
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DEPARTMENT OF EXERCISE SCIENCE
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DEPARTMENT OF PHYSICAL THERAPY
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SCHOOL RESOURCES
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DEPARTMENT OF MEDICAL SCIENCES
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DEPARTMENT OF ATHLETIC TRAINING
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DEPARTMENT OF NURSING
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DEPARTMENT OF PHYSICIAN ASSISTANT STUDIES
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FACULTY SPOTLIGHTS DR. JEFFREY TAYLOR is the Chair of the Department of Physical Therapy. As a Board Certified Specialist in Sports Physical Therapy, Taylor has an extensive clinical and research background that has focused on the prevention and rehabilitation of lower extremity athletic injuries. Specifically, he has received funding from the National Institutes of Health and Adidas International to study the prevention of anterior cruciate ligament (ACL) injuries in adolescent female athletes and the effects of shoe design on athlete biomechanics. Taylor has co-authored more than 150 peer-reviewed abstracts, scientific papers or book chapters. He is passionate about including students into his work, having mentored more than 30 undergraduate and graduate level students, resulting in students co-authoring more than 70% of his conference abstracts and more than 35% of his peer-reviewed papers. He has presented his work nationally and internationally at conferences such as the Combined Sections Meeting of the American Physical Therapy Association, American College of Sports Medicine Annual Meeting, Academy of Orthopaedic Physical Therapy Annual Meeting, Footwear Biomechanics Symposium, World Congress of Biomechanics and ACL Research Retreat. DR. JOLENE HENNING is the Chair of the Department of Athletic Training and an award-winning athletic training educator. In more than 20 years as an athletic trainer, she has mentored undergraduate and graduate students who have gone on to successful careers as athletic trainers in a wide variety of employment settings including professional sports, collegiate athletics, high schools, orthopedic physician offices and rehabilitation clinics. Dr. Henning is an impactful educator who has held leadership positions within the National Athletic Trainers’ Association as a member of the Executive Committee for Education and past chair of the Professional Education Committee. She is an accreditation site visitor for the Commission on Accreditation of Athletic Training Education (CAATE). Dr. Henning is also a member of the editorial board for the Journal of Athletic Training and the Athletic Training Education Journal. DR. DAN TARARA is chair of the Department of Exercise Science. He is the 2016 Meredith Clark Slane Distinguished Teaching-Service Award winner. His research interests and clinical expertise centers on upper-extremity injury prevention and rehabilitation in the overhand athlete. He has published manuscripts in international journals such as the British Journal of Sports Medicine and the International Journal of Sports Physical Therapy. He is an active member of the National Association for Kinesiology in Higher Education (NAKHE) and an American Kinesiology Association (AKA) Leadership Fellow and serving on the AKA publication committee. Dr. Tarara is active in the community as a Board member for the United Way of Greater High Point and the Chair for the Community Impact Committee.
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DR. LINDA SEKHON is the founding chair of the Department of Medical Sciences and program director for the proposed Doctor of Medical Science program. In addition to the Doctor of Medical Science program, the Department will offer two additional proposed programs including a Master of Biomedical Sciences and Master of Health Care Administration (pending approval from SACSOCS). Dr. Sekhon serves on the Editorial Board for the North Carolina Medical Journal (NCMJ). She has presented and published numerous articles on clinical and professional topics and was honored by the American Academy of Physician Assistants (AAPA) in 2012 with a Paragon Publishing Award for her article on rheumatoid arthritis. She is an AAPA Distinguished Fellow and has received several state and national awards for professional leadership and for her service to PA education and the PA profession. She is a Board of Director for the national Physician Assistant Education Association (PAEA) and has been extensively involved in PA faculty development throughout her career. DR. JAMES JOHNSON is the Chair and Program Director for the Department of Physician Assistant Studies. Dr. Johnson completed his initial Physician Assistant education at the Wake Forest University Bowman Gray School of Medicine in 2001, his Master of Physician Assistant Studies at the University of Nebraska Physician Assistant Program in 2005, and his Doctor of Medical Science from the University of Lynchburg in 2019. His 20 years of clinical experience includes Trauma/Burn Surgery, Emergency Medicine and Urgent Care. Dr. Johnson transitioned to full-time PA Education in the Department of Physician Assistant Studies at High Point University in 2015, bringing several years of experience in the provision of immersive learning opportunities for students. Dr. Johnson remains clinically active in emergency medicine and urgent care and also serves as an Assistant Medical Director for Forsyth County EMS with a focus on tactical medicine. DR. RACQUEL INGRAM is the founding chair of the Department of Nursing. She is an Amy V. Cockcroft Nurse Fellow in Nursing Leadership and brings 24 years of nursing experience, 22 years as a nurse educator with expertise in nursing curriculum and program development, and 18 years of nursing leadership. Ingram is a member of the North Carolina Board of Nursing serving as an RN Nurse Educator at the BSN and graduate degree levels, collaboratively participates in the regulation of nursing practice, policy implementation and chairs several Board committees. She is locally and internationally known for her research in health literacy. Her health literacy publications and presentations are geared toward enhancing awareness of health literacy deficits and how social determinates of health impact minority or disadvantaged populations. Dr. Ingram is a member of the National League of Nursing (NLN), the American Nurses Association (ANA), the North Carolina Nurses Association and Sigma Theta Tau International Honor Society of Nursing (STTI). She is also a manuscript reviewer for MEDSURG Nursing Journal.
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SCHOOL RESOURCES
The Congdon School of Health Sciences (CSHS) is home to several of the most advanced laboratory and research spaces in the world. The CSHS houses an incredible Anatomy Laboratory. The Department of Physical Therapy houses both the Human Biomechanics and Physiology Laboratory (HBAPL) and the Virtual Reality and Clinical Gait Analysis Laboratory (VRCGAL) and the Department of Physician Assistant Studies houses the Center for Medical Simulation (CMS). THE HUMAN BIOMECHANICS AND PHYSIOLOGY LABORATORY (HBAPL) The HBAPL consists of 16,000 square feet of awe-inspiring research, teaching and clinical space. Although the area is specifically designed to foster interdisciplinary collaboration, a presentation of the space is simplified when thinking about components of the lab: a biomechanics area, a physiology component and a clinical component.
environmental chamber which allows researchers to reproduce extreme conditions in temperature (above 100 degrees F and below freezing), humidity (up to 95%) and elevation (up to 14,000 feet above sea level). Additionally this area also has a wet lab, some of the most unique treadmills in the world, metabolic carts, a wireless EMG for tracking muscle activity and a DEXA scanner, the most accurate way to perform body fat analysis.
This biomechanics area consists of a large, open space surrounded by more than 50 motion capture cameras and featuring 14 force plates and an instrumented treadmill. In addition, the biomechanics area boasts truly unique functional motion capture areas with a golf simulator, turf field and wooden court surface.
The labs clinical component provides clients of Targeted Enhanced Athletic Movement (TEAM) and research subjects with access to private and semi-private treatment areas and a strength and conditioning area that concentrates on fun and unique ways to prevent injury, improve performance or rehabilitate from injury.
The physiology component of the lab is equally impressive. This space is highlighted by the
The faculty that work within this facility are from multiple disciplines including physical therapy, biomechanics, physiology, exercise science and athletic training, to name a few. As a team, they are all committed to the highest quality teaching, to research that prevents injury and to clinical care that restores movement and function and helps active people reach new heights!
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VIRTUAL REALITY AND CLINICAL GAIT ANALYSIS LABORATORY (VRCGAL) The VRCGAL is an innovative facility with three primary objectives: clinical research, student education and patient treatment. The state-of-the-art equipment is used to assess human motion with an emphasis on balance and walking. The lab boasts a virtual reality treadmill, an overhead unweighting system, a force platform and a robotic exoskeleton all designed to help people with neurological disorders, limb loss, spinal cord injuries and advanced degeneration walk again and maintain their independence. Current research interests include: • Community Dwelling Older Adults: effects of visual attention and cognition on performance of everyday walking tasks, identifying real-world fall risk factors • Individuals with Chronic Traumatic Brain Injury • Gait in Children with Cerebral Palsy, particularly, influences of unpredictability during walking and walking in real-life situations. THE CENTER FOR MEDICAL SIMULATION (CMS) The Center for Medical Simulation (CMS) is a cutting-edge educational facility located in the Department of Physician Assistant Studies. We provide experiential learning opportunities utilizing a variety of modalities including high-fidelity patient simulators, standardized patients and task trainers. The CMS instructional team specializes in the creation of immersive medical scenarios and is able to tailor
the educational experiences to meet the needs of any medical profession. Fidelity in patient simulation usually refers to how well it conveys the look, feel, sound and usability of the final product—in our case an actual patient. In the HPU Department of PA Studies, we have high- and low-fidelity simulators and task trainers. High-fidelity simulators reproduce the experience of a real patient with little distortion. These simulators allow us to use “modeled physiology” which recreates responses that an actual patient’s physiology would show the learner. Our lowfidelity simulators allow for broader concepts to be learned. These have the look of a patient but not the same depth of physiological response. Finally, our task trainers are models that may have a portion of the patient’s anatomy that would be seen during the particular task. GROSS ANATOMY LABORATORY The CSHS houses an incredible Gross Anatomy Laboratory. The Anatomy Laboratory is a primary training ground for all students in the CSHS and is especially important for those who will go on to train for patient care as they will learn to treat their first patient with the respect, honor and kindness that they deserve. Those who dedicate their bodies to science are truly selfless heroes having an exponential effect on the future of health care.
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DEPARTMENT OF ATHLETIC TRAINING Program overview High Point University has a unique degree pathway that allows students to earn a Master of Science in athletic training (MSAT) in combination with the Bachelor of Science in exercise science in only five years.
Human Biomechanics and Physiology Laboratory. This state-ofthe-art facility allows students the opportunity to use cuttingedge technology to analyze human movement patterns that may lead to athletic-related injuries.
This 3+2 program positions High Point University on the leading edge of innovative educational models designed to prepare dynamic future health care professionals. Students completing the 3+2 MSAT have the benefit of focusing on the extraordinary liberal arts experience and foundational knowledge in exercise science during the first three years of study prior to engaging in a rigorous, highly focused professional education dedicated entirely to athletic training in the final two years.
The graduate phase of the 3+2 MSAT is 24 months in duration and requires full-time continuous enrollment. Graduate students in athletic training benefit from an inter-professional education model with peers in physician assistant studies, physical therapy and pharmacy, which prepares them to function in an inter-professional health care team that mimics the real dynamic health systems in which they will work. After five years of study, students complete 176 credit hours, earn two degrees and are prepared for the National Board of Certification examination to become a certified athletic trainer. The graduate program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE).
In the undergraduate phase, the Department of Athletic Training offers unique undergraduate research experiences by working collaboratively with athletic training faculty in the
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EXPERIENTIAL LEARNING The Athletic Training Department has a vibrant student research program that offers students the opportunity to participate in intensive research experiences in the Human Biomechanics and Physiology Lab. The purpose of this program is to encourage the development of research skills in the student in preparation for future graduate studies and/or professional positions in athletic training. Students participating in this program have presented at national and international conferences including the National Athletic Trainers’ Association and the American College of Sports Medicine. Students have also successfully published peer-reviewed manuscripts in leading athletic training and sports medicine-related journals. A FOCUSED CURRICULUM The MSAT curriculum is rooted in basic sciences, emergency care, orthopedic injury assessment and diagnosis and therapeutic interventions, while offering advanced coursework in gross anatomy with cadaver dissection, clinical decision-making, applied neuromuscular and biomechanical concepts, orthopedic casting and bracing, optimizing athletic performance and pathophysiology. The unique curriculum is enhanced through the use of high-fidelity patient simulators, state-ofthe-art motion analysis equipment and exceptional clinical facilities. The graduate program requires five semesters of
hands-on clinical education experiences providing patient care for a variety of physically active patients. Students complete full-time clinical immersion experiences focused on orthopedic evaluation and rehabilitation and the full scope of athletic medicine. Required clinical experiences occur with a variety of Division I intercollegiate and high school athletic teams. Students also complete clinical experiences in orthopedic physician practices, emergency medicine and elective rotations such as with professional sports, performing arts and the military. Students have the opportunity to complete clinical rotations working with physically active patients/athletes in many settings, including but not limited to: • Boston College • Carolina Panthers NFL Team • Clemson University • Duke University • Georgetown University • High Point University • NASCAR • NC State University • UNC School of the Arts • UNC Chapel Hill • University of Tennessee • Virginia Tech • Wake Forest University www.highpoint.edu/athletictraining
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DEPARTMENT OF EXERCISE SCIENCE Program overview
The opportunities provided by the Department of Exercise Science are vast in diverse fields such as athletic training, chiropractic medicine, corporate wellness, occupational therapy, personal training, physical therapy, physician assistant studies and strength and conditioning.
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• Physical Activity Epidemiology • Health Behavior Change • Body and Identity
A FOCUSED CURRICULUM Exercise Science is a discipline dedicated to the study of the human body and its concomitant movement system. The academic focus of the program is necessarily interdisciplinary and, as such, is focused on the structural, functional, behavioral and sociocultural aspects of the human body. As an exercise science major you will engage in challenging courses that include: n Biomechanics (BMC) • BMC of Injury • Advanced BMC • BMC of Daily Living • Occupational BMC n Exercise Physiology (EPY) • Environmental EPY • Cellular EPY • Cardiorespiratory EPY • Muscle EPY n Health and Wellness • Exercise and Aging • Sports Nutrition
Exercise Science majors have received admissions in Athletic Training, Physical Therapy, Physician Assistant Studies, Occupational Therapy and medical programs programs at respected institutions, such as: • Auburn University • Duke University • East Carolina University • George Mason University • George Washington University • James Madison University • Mass General Hospital — Institute of Health Professions • Seton Hall University • Syracuse University • Texas A&M University • The Ohio State University • University of Delaware • University of Miami • University of North Carolina at Chapel Hill • University of Pittsburgh • University of South Carolina – Medical College • Virginia College of Medicine • Wake Forest University • Washington University at St. Louis This program of study, with its scientific focus on the human body, is an excellent preparation for those students interested in applying to athletic training, physical therapy, physician assistant studies or occupational therapy programs. Majors are also prepared to take certifying examinations offered by the American College of Sports Medicine (ACSM) or the National Strength and Conditioning Association (NSCA). www.highpoint.edu/exercisescience
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DEPARTMENT OF MEDICAL SCIENCES WHAT IS A DOCTOR OF MEDICAL SCIENCE DEGREE? The Doctor of Medical Science is a doctoral program of study for PA providers. The degree is designed to supplement the knowledge base of PAs and equip them to innovate, lead and make decisions to improve patient care and its delivery. The program provides an avenue for PAs interested in expanding their understanding of medical knowledge and research, while advancing their personal and professional leadership skills.
The DMS degree is a natural evolution of the rigorous PA curriculum offered in entry level PA degree programs, helping working PAs expand their medical knowledge and obtain the business acumen needed for higher positions in the industry. WHY WOULD A PA BE INTERESTED IN THE DOCTOR OF MEDICAL SCIENCE DEGREE? 1. First and foremost, to ensure quality patient outcomes. • We recognize that PAs provide a high level of medical care. The DMS is a professional doctorate with a curricular design that focuses on a greater understanding of medicine, executive business and leadership skills. • The DMS is not designed to teach PAs what they already know. It builds on the intensive, entry-level
PA curriculum and helps practicing PAs meet the changing demands of this nation’s complex health care environment. Students learn how to better interpret and evaluate the medical literature that can then be applied to individualized patient care. 2. For those seeking advanced education, holding a doctorate will create opportunities for increased decision-making and upward mobility in the workplace. 3. Better prepared clinicians can help to address provider shortages. Those with doctorates can also serve as faculty, educating the next generation of health care providers. 4. Influence the future direction of health care through acquisition of the necessary skillset to gain a seat at leadership tables. WHAT MAKES HPU’S DMS DEGREE PROGRAM STAND OUT? • 100% online, self-paced and flexible program • 50 credit hour academic degree program • Students can enter into the program at any one of six starting points in the academic calendar: fall, spring, summer • 6-week sessions taught by doctorate level faculty • While maintaining forward progress, students choose
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• • •
the number of courses they take at a time No residency requirements Acknowledges the clinical experience of the most seasoned PAs and does not require a master’s degree First post-professional doctoral program in the state of North Carolina specifically for PAs
THE DMS CURRICULUM All courses will be offered online allowing students to continue to work within their communities, to focus on patient care while building upon the intensive, entry-level PA curriculum. 18 courses totaling 50 credit hours: CORE (34 credits) • EBM in Medical Sciences (6 courses) • Health Care Leadership (2 courses) with a focus on Diversity, Equity and Inclusion • Patient Safety (2 courses) • Research Methods (2 courses) CONCENTRATIONS (12 credits) • Health Professions Educator Concentration • Health Professions Administration Concentration DOCTORAL CAPSTONE (4 credits) • Proposal Development – 2 cr. • Capstone Completion – 2 cr. • Capstone Extension – 1 cr. Optional
THE DMS BRIDGE OPTION The bridge option is an avenue for current PA students and/or recent PA graduates interested in expanding their understanding of issues involving clinical practice and development of research and leadership skills that would result in a Doctor of Medical Science degree. The curriculum focuses on the development of targeted leadership and research skills for clinically focused PAs and allows for options of exploration to achieve additional skillsets to enhance success and movement toward future career endeavors. The bridge option is designed for PAs who have graduated within the past 6 months from an ARC-PA accredited PA program. • Student may initiate the admission process near the end of the didactic portion of their PA education. • Matriculants must earn certification from the National Commission on Certification of Physician Assistants after graduating from their PA program and results must be received prior to matriculating. THE BRIDGE OPTION ADVANTAGE • Traditional curriculum consists of 18 courses totaling 50 credit hours. • Bridge Option: Eight courses (22 credit hours) will be transferred from the supervised clinical practice experiences in the accredited PA program and will be credited toward completion of the EBM in Medical Sciences courses and Patient Safety Courses. PREREQUISITES FOR THE DMS DEGREE • Must be a PA that successfully graduated from an entry-level PA program accredited by the Accreditation Review Commission on the Education of Physician Assistant. • National Commission on Certification of Physician Assistants certification/recertification OR a state license to practice as a PA. • High degree of professionalism expected. • A master’s degree NOT required for practicing PA’s. • GRE NOT required.
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DEPARTMENT OF NURSING The purpose of the Department of Nursing is to prepare safe, competent, professional nurse leaders to meet disparate, complex health care needs of diverse communities with a focus on illness prevention, health promotion and community engagement partnerships.
Mission Statement
Vision Statement
The mission of the Department of Nursing is to prepare safe, competent and diverse professional nurse leaders through education, scholarship and evidence-based practice models with a focus on illness prevention, health promotion and community engagement; with a commitment to life-long learning, diversity, inclusivity, equity and extraordinary care for communities across the lifespan, using an interdisciplinary approach.
The vision of the Department of Nursing is to be recognized locally, nationally and internationally as producers of extraordinary nurse leaders with exceptional skills and exemplary abilities to address disparate, complex health care demands for diverse communities across the lifespan using an inclusive, culturally appropriate and evidence-based approach towards illness prevention, health promotion and community engagement partnerships.
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HIGH POINT UNIVERSITY is committed to academic excellence. Students are taught by distinguished professors who are actively involved in both teaching and scholarly research. Emphasis on undergraduate research provides students and faculty the opportunity to work collaboratively on a number of special projects and initiatives. VISION STATEMENT: The Congdon School of Health Sciences will be recognized nationally and internationally as an exemplary model for the integration and translation of interdisciplinary knowledge into the preparation of exceptional scholars and health care professionals, who are committed to providing evidence-based clinical services across the continuum of care. MISSION STATEMENT: Through excellence in teaching, scholarship, evidence-based clinical practice and community engagement, the Congdon School of Health Sciences advances client- and patient-centered care across the lifespan, by educating and preparing exceptional scholars and compassionate health care professionals who are dedicated to life-long learning and an interdisciplinary approach to achieving optimal outcomes.
BUILDING TO MEET THE COMING DEMAND
$
15% JOB GROWTH BY 2026
Much faster than the national average Source: Bureau of Labor Statistics
350 MILLION INVESTMENT in HPU’s Health Care Programs and Science Facilities
352,000 SQUARE-FEET of Innovative Health Care and Science Technology at HPU
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DEPARTMENT OF PHYSICAL THERAPY Program overview The Department of Physical Therapy is a student-centered, community-engaged, globally involved, educational, research and clinical leader dedicated to the improvement of health and well-being through the advancement of knowledge in rehabilitation science and the practice of physical therapy. High Point University will provide you with the mentorship and guidance to ensure that you are completing the academic, developmental and professional requirements needed to stand out during the physical therapy school application process. At HPU, you will obtain a variety of experiences within the physical therapy field. As a pre-physical therapy student at HPU, you will have the opportunity to: • Become an active leader and build your physical therapy network through our Pre-Physical Therapy and Exercise Science clubs • Collaborate alongside distinguished professors who hail from renowned universities • Engage in undergraduate research
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PRE-PHYSICAL THERAPY ADVISING A pre-physical therapy advisor will work one-on-one with you to provide a structured four-year academic plan. Additionally your advisor will give give you guidance as you seek physical therapy-related observation hours and work with you through the graduate school application and decision-making process. Exercise science is the primary path for students wishing to be in the prephysical therapy program, as well as those planning to attend PT school. DOCTOR OF PHYSICAL THERAPY The Doctor of Physical Therapy (DPT) program accepted its first class and began in May 2017. The program spans nine semesters over three years with a heavy dose of clinical practice time incorporated into the curriculum. The following list encompasses academic prerequisites that potential students should meet to make themselves formidable candidates to the Doctor of Physical Therapy program. These prerequisites can be obtained by undergraduates at HPU.
REQUIRED COURSES Human or Vertebrate Anatomy Human or Vertebrate Physiology Biology Chemistry Physics Statistics Psychology English Composition/Writing
SEMESTER HOURS 3 3 8 8 8 3 6 3
PRO BONO CLINIC The Pro Bono clinic, with its own CT scanner and MRI, opened in 2017 with the goal of improving the health of those without insurance or whose insurance has lapsed. Since opening, the clinic has given more than $1.3 million in free care to those in need. It has quickly made an impact in the health of the community and serves as the best bridge between classroom learning and clinical experiences. It is one of the top reasons students come to High Point University to study physical therapy.
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DEPARTMENT OF PHYSICIAN ASSISTANT STUDIES Program overview The Master of Physician Assistant Studies program welcomed its seventh cohort in 2021. Over 1,000 total applicants competed for 55 spots in this cohort. The HPU Physician Assistant Program begins each June and spans 27 months over seven continuous semesters. HPU PA students learn the knowledge, values and communication skills necessary to develop teams and collaborate within an interprofessional health care environment. These same principles create a collaborative and dynamic learning environment where students thrive. Starting with the “Health Care Provider of the Future” in mind ensures our graduates are prepared for the ever changing health care environment through development of their ability to collaborate, lead and maximize the use of health information technology in the delivery of efficient and effective patient-centered, evidence-based, cost-conscious care.
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STUDENTS FIRST We believe students are active stakeholders in the HPU PA Program and benefit from: innovative and stimulating learning experiences; mentoring relationships with accessible and responsive faculty; small student-tofaculty ratios; and feedback and support for professional development. Putting students first means that the PA faculty’s first goal is to provide support in maximizing the students’ educational experience through modeling the role of compassionate health care providers dedicated to lifelong learning. Students and faculty partner in a lifelonglearning process by sharing different levels of knowledge, skills and life experiences thus equipping students with the attributes required of successful health care providers. EXPERIENTIAL LEARNING Experiential learning opportunities occur within an organsystem-based, integrated curriculum that supports student assimilation and mastery of the skills necessary to care for patients and improve patient outcomes within their practices and communities. Our program promotes adult learning through experiences including: medical simulation and the use of high-fidelity simulators, standardized patients, task trainers; problembased, case-based and team-based learning; and other emerging technologies such as a student accessible electronic health record.
Our state-of-the-art facilities are not the only noteworthy characteristic of our PA program; our faculty members are committed to working closely with you to ensure your success. Hailing from prestigious PA programs at Duquesne University, Wake Forest University, the University of New Mexico and others, High Point University’s PA faculty members have been recognized for their excellence in teaching as well as their expertise in health care. Combined, they have more than 100 years of health care provider experience in medical specialties such as rheumatology, pediatrics, orthopedics, cardiovascular surgery, emergency medicine, family medicine and more. PRE-PHYSICIAN ASSISTANT ADVISING Pre-physician assistant advisors work one-on-one with students to offer extracurricular and resume-building opportunities. Your pre-physician assistant advisor will provide you with a structured four-year academic plan, give you guidance as you seek physician assistant related work experience, assist you in the completion of undergraduate research projects and work with you through the graduate school application and decision-making process. You should select a major and obtain a degree in an area that is of greatest interest to you, keeping in mind that the minimum requirements for individual professional schools must be met. Recommended majors for the pre-physician assistant track are biology and exercise science.
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