Meet PhD Student Keith Cole 

Where is your hometown?

I was born and raised in Iowa City, Iowa.

What is your educational background?

I earned a BSE in Biomedical Engineering at the University of Iowa, a Masters in Biomedical Engineering at the University of New South Wales in Sydney Australia (research component at the University of Sydney Rehabilitation Research Centre), and a Doctor of Physical Therapy at the University of Iowa.  

What interested you to pursue a PhD in rehabilitation science?

Starting my academic career as an engineer, I have been keenly interested in how things work, and how to make them work better.  This has been a perfect match for my role as an outpatient physical therapist, as we're continually trying to determine functional limitations and how to improve the performance of individuals with some aspect of physical limitation.  Throughout eight years of practice in the Chicagoland area, I have been an avid consumer of research articles, attempting to be able to do this at the highest level possible. This was a skill (and responsibility) instilled in me by the faculty at The University of Iowa.  As I continued to practice, I realized that there are many more questions yet to be addressed to help people function at their highest.  I recently realized that returning to my research roots was the best way for me to contribute to the knowledge base to help other physical therapists meet the same goals of minimizing limitations in the most efficient way possible.

Is there a teacher or mentor who helped you decide on this career path?

I have been lucky to have many supportive teachers and mentors throughout my career.  The mentor that contributed the most to my career path has been Dr. Richard Shields.  I started working for him as an undergraduate engineering student.  At the time I had the aspiration of going to medical school.  Though he supported this goal and never deterred me from it, he helped me to see that application of engineering and research techniques in a way to help people and improve their lives through physical therapy and rehabilitation science.  Dr. Shields has, and continues now, to help me to see the big picture in research, the profession, and how it impacts peoples' lives.  He has helped to make me the best engineer, clinician, and now researcher that I can be.

How or why did you choose the University of Iowa for your education?

I actually looked at many other programs before deciding on The University of Iowa Department of Physical Therapy and Rehabilitation Science.  Even through I can recognize a bias of growing up in Iowa City, and already having two degrees from the University of Iowa, I realized that finding the right program over the most convenient was important to facilitate the best future.  Key criteria that lead me to the University of Iowa were:

Flexibility:  Many programs do not allow you to choose your research advisor before commencing, and some even require rotating through laboratories (generally three) before choosing your advisor.  The University of Iowa, however, facilitated speaking with my mentor before enrolling.  We even were able to carve out a research direction that interested me to ensure the best outcome from the program.

Efficiency of Completion:  Several of the other universities that I looked at made it difficult to apply credits from other universities or degrees toward the PhD.  The U of I clearly and logically applies credits toward the PhD from the DPT and Masters course work to ensure graduation in a timely manner while still gaining the necessary didactic and research experience to become a successful investigator.

Funding:  The University of Iowa has a long history of NIH funding, allowing the facilities and means to support faculty and students through the entire degree.  This was important to me to not incur further debt beyond that of the 9 previous years of education that I had.

Program Excellence:  The department at the U of I has been highly ranked for decades, and is currently ranked by US News & World Report as #2 among public institutions (#5 overall).  This is also reflected in that every faculty member (in my opinion) is engaged in impacting, interesting research.

The People:  Of the universities that I contacted and visited, the University of Iowa has the friendliest atmosphere.  Every one of the faculty and staff are friendly and engaging.  It was important for me to not only get an excellent education and research experience, but to form a network to succeed from.  I felt that this department had the best opportunity to accomplish this.

What are your career objectives?

My career objectives are to gain the tools to become a successful, autonomous researcher int he area of human motor control and muscle physiology.  This involves skills of 1) asking clinically and socially relevant questions, 2) utilizing tools of analysis in motor control and muscle physiology, 3) experimental design and statistics, 4) written communication for peer review, and 5) spoken communication for presentation of ideas to peers and students.

What are some of your outside interests?  

In my free time I like to stay active by running, biking, and playing golf.  A colleague and I have the goal of running a half marathon in every state (6 down).  I have always loved all types of music, and play the piano and violin.  I was in a community orchestra in Chicago while practicing as a physical therapist, and now am part of The Unexpected Perturbations, a band formed by our lab members that Dr. Shields has organized for a social (and comical) outlet.  I love to travel, experiencing other cultures.  I've been fortunate enough to travel to a total of 18 different countries, and having lived in Australia for 2 years.  

What one piece of advice would you give to a prospective student?

For a prospective student for any program, I would recommend visiting the department that you'll be in, and sitting down with your potential advisor.  You want to be sure that the program not only matches your needs on paper, but that you are comfortable interacting with your advisor, and comfortable in the learning environment of the department, university, and city.  Graduate studies are a long, at times stressful, road.  You want to be sure that you have the right network established for you to get through it efficiently, and sanely.

Why would you recommend students to apply to the PhD program in Rehabilitation Science at the University of Iowa?

I would recommend students to apply to the PhD program in the Department of Physical Therapy and Rehabilitation Science because of the excellent faculty, the novel and impacting research, the great facilities, and the long track record of producing top-notch researchers in the area of physical therapy.

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Meet PhD Student Dan Cobian 

What is your hometown?  

River Falls, WI

What is your educational background?  

I hold a bachelor’s degree in Biology and Kinesiology and a doctoral degree in Physical Therapy, both from the University of Wisconsin-Madison.

What interested you to pursue a PhD in rehabilitation science?  

To me, there is nothing more intriguing and directly applicable than the study of the human body. The better we understand the way the human body functions, particularly in the context of injury and disease, the better we can help people to live full and healthy lives. I’ve been interested in a career in health care since high school, but only in the last few years did I realize that the best way I fit into the health care puzzle is as a research scientist. Each individual working to improve our understanding and treatment of health care issues can only do so much. The key is that we put in the time and effort to do quality work so we create a layer of knowledge that others that can build on. Over time, we are collectively able to make conclusive statements backed by our rigorous investigations and can move on to answering the next line of questions.

Is there a teacher or mentor who helped you decide on this career path?  

During my undergraduate studies at UW-Madison, I began working on a research project under the guidance of Dr. Bryan Heiderscheit, a professor in the physical therapy department. Dr. Heiderscheit was an excellent mentor. He gave me a chance to prove myself and I began to really enjoy the process of scientific research. I continued to work with him throughout my DPT education and decided that a career in research was the right fit for me.

How or why did you choose the University of Iowa for your education?  

The Department of Physical Therapy and Rehabilitation Science at the University of Iowa has an excellent reputation for performing high quality scientific research and producing outstanding PhD graduates. My mentor is Dr. Glenn Williams, a developing leader in the field of musculoskeletal research. He is well known for performing forward-thinking research conducted with rigorous methodology. The chance to be part of a growing lab and have new and exciting research opportunities with a focus in orthopaedics and sports medicine is what drew me to Iowa.

What are your career objectives?  

As a post-professional student, my focus is to develop my skills as a creditable scientist whose work contributes to improving our understanding of human health and our performance of skilled physical therapy. Ultimately, I hope to establish myself as a tenure track faculty member of a physical therapy program where I can develop an independent line of research that makes an impact on our field while contributing to the education of future physical therapists.

What are some of your outside interests?  

Like many in the health sciences, I enjoy nearly all sports and athletic activities, with basketball, racquetball, and sand volleyball at the top of the list. I also try to get outdoors as much as I can, hiking and fishing in the spring and fall and waterskiing in the summer. It can be a challenge to keep me sedentary, but games like euchre and Maria hold my attention from time to time.  

What one piece of advice would you give to a prospective student? 

Be able to give a clear and logical answer to the question “Why do you want a PhD degree?” Have an idea of what you want your career and life to look like and determine if the PhD degree is the right fit for you. Once you are certain of that choice, find something that you are passionate about and dive in. At this level, you really are entirely responsible for your success or failure, so you need to study something that will keep you self-motivated to continue to read, experiment, and learn throughout your education and career.

Why would you recommend students to apply to the PhD program in Rehabilitation Science at the University of Iowa?  

The diversity of the faculty and the resources available within the University of Iowa Carver College of Medicine are second to none. The department has an outstanding history of success in producing graduate-level faculty candidates. Iowa City has a small town feel and is equal parts great college town and great place to raise a family.

 

Important Documents and Forms

• Clinical Education Manual
• CI and SCCE Getting Started Guide
• PT Student Getting Started Guide

 

Directors of Clinical Education

Marcie L. Becker, DPT, GCS
Co-Director of Clinical Education
319-335-8552
marcie-becker@uiowa.edu

Kelly J. Sass, PT, PhD
Co-Director of Clinical Education
319-335-9798
kelly-sass@uiowa.edu

 

 

Physical therapy is a profession that requires physical, mental and emotional fitness.   In our curriculum, students will obtain the foundation of knowledge, skills, attitudes and behaviors that are necessary for a successful career as a physical therapist. Technical standards reflect the abilities that a physical therapist must possess for safe and effective clinical practice.  Prospective candidates and current students must meet the following technical standards with or without reasonable accommodation for admission, progression, and graduation in our DPT program: 

General Abilities: 
Students are expected to possess the intellectual ability to learn, integrate, analyze, and synthesize data. They must have functional use of the senses of vision, hearing, and smell, as well as unimpaired equilibrium. Their exteroceptive (touch, movement, stereognosis, and vibratory) senses must be sufficiently intact to perform activities required for a complete physical therapy education. Students must have motor function capabilities, physical endurance and the emotional health to meet the demands of entry-level physical therapy education and the demands of total patient care, which may include extended hours of instruction and time in clinic, evenings, nights, and weekends.  Students must be capable of punctual, consistent and reliable attendance both in the didactic and clinical education component of the curriculum.

Observation: 
The ability to observe is required for demonstrations, visual presentations in lectures, and laboratories. Observation requires the functional use of vision, hearing, smell, somatic sensations, and the use of common sense. Students must be able to observe patients accurately and completely, both at a distance and up close, attending to both verbal and nonverbal communications. 

Communication: 
Students must be able to speak and listen to patients in order to elicit information, perceive nonverbal communications, describe changes in mood, communicate effectively and sensitively with patients and their families, as well as instruct patients and their families. Communication in oral, written and electronic form with the health care team must be effective, efficient, and timely.

Motor/Psycho-motor Function: 
Students are required to have sufficient motor function to ascertain information from patients by auscultation, percussion, palpation and movement facilitation.  Intervention methods may include exercising, lifting, transferring of patients, and assisting during ambulation. These methods must be completed in a manner that assures the safety of the patient as well as the safety of the student.   Students must have motor function sufficient to perform the movements required to provide both non-emergent and emergent treatment. Such skills require coordination of gross and fine muscular movements, equilibrium, sensation and muscle strength.

Intellectual-conceptual, Integrative, and Quantitative Abilities: 
Problem solving is a critical skill demanded of physical therapists, and requires conceptual, integrative, and quantitative thinking abilities.  Students must be able to synthesize knowledge and integrate the relevant aspects of a patient’s history, laboratory results and physical examination to provide an explanation for intervention by recalling and retaining information in an efficient and timely manner. Students need the ability to incorporate new information from peers, teachers, and research in formulating intervention plans. Students must be able to comprehend three-dimensional relationships and the spatial and functional relationships of structures, and to analyze and apply this information for problem solving and decision-making. They must be able to organize, prioritize, analyze, and evaluate detailed and complex information individually, in small groups, and in clinical settings, and do so within a limited timeframe.

Behavioral/Interpersonal Skills/Professionalism: 
Students must have the emotional health to maximize their intellectual ability, exercise good judgment, and complete all responsibilities required for the evaluation and treatment of patients. They must be able to self-assess, accept criticism, and assume responsibility for maintaining professional behavior.  Students must be able to develop mature, sensitive, and effective relationships with patients, families, caregivers and colleagues. Students must be able to tolerate physical and emotional stress and continue to function effectively. Students must possess qualities of adaptability and flexibility and be able to function in an atmosphere of uncertainty. They must be motivated to serve and demonstrate a high level of compassion for others.  Students are required to demonstrate integrity and act in a manner that demonstrates consciousness of the profession’s core values.  Students must possess sufficient interpersonal skills to interact positively with people from all levels of society, ethnic backgrounds, and belief systems. 

 

For application and information on family housing:

Family Housing Office
100 Housing Service Bldg
Iowa City, Iowa 52242-1000
univ-apts@uiowa.edu

Inquiries concerning off-campus housing should be directed to:

Housing Clearinghouse
172 Iowa Memorial Union
Iowa City, Iowa 52242-1317
319/335-3055

Click here for additional housing options in the Iowa City/Coralville area.

All entering health science students are required to have proof of immunization against measles, mumps and rubella, tetanus/diphtheria, tuberculin skin test (2-step test), chicken pox (two doses of the vaccine or having had the disease), and the Hepatitis B immunization series. All costs incurred are the student's responsibility. Some clinical sites may require other health requirements such as a physical examination and/or COVID-19 vaccinations/boosters.

In addition, students are required to have hospitalization and health insurance. Many clinical education centers will require the student to show proof of such. A reasonably-priced group insurance plan with provisions for either individuals or families is available through the University. Information on this policy is mailed to all newly admitted students prior to opening of classes and is also available in the University Benefits Office, 120-40 University Services Building, 1 W. Prentiss Street, 319/335-2676, Benefits@uiowa.edu

What academic degree is needed to become a physical therapist?

To practice physical therapy one must be a graduate of a program accredited by the Commission on Accreditation in Physical Therapy Education and have satisfactorily passed the National Physical Therapy Exam for Licensure. A list of accredited and developing programs is available on the American Physical Therapy Association, website.

What is the best undergraduate major as preparation for the physical therapy curriculum?

There are a number of undergraduate degrees that a student can obtain to be eligible for a physical therapist program as long as the prerequisite coursework requirements are met. The best advice is to follow your area of interest. No one major is looked upon more favorably than another; however, a strong background in the biological sciences is recommended. At The University of Iowa, the most popular undergraduate majors of pre-PT students are Human Physiology, Biology, and Psychology.

What are some suggested elective courses to take during undergraduate years?

Courses in exercise physiology, neuroscience, biomechanics, genetics, kinesiology, speech/communication, public speaking, business courses, organizational leadership, and medical terminology would be helpful. Most students say that the more science they have as undergraduates, the more meaningful the profession curriculum is.

Will I have a better chance of being admitted to the Doctor of Physical Therapy Program at the University of Iowa if I complete my undergraduate work at The University of Iowa?

As long as you are a graduate of an accredited college or university in the U.S. and meet the required GPA, applicants from all schools are treated equally. In 2023, the students enrolled came from 22 different colleges. Almost all colleges and universities have courses which will allow one to complete the prerequisites.

Can I specialize in one area, for example sports physical therapy, in the entry-level program?

No, the emphasis in entry level education is on training a generalist in practice. However, an introduction to the specialty areas is available during clinical experiences. Formal certification as a clinical specialist requires clinical experience as a physical therapist and the passing of a specialist certification examination. Clinical specialty areas in physical therapy are: orthopaedics, geriatrics, sports, neurologic, pediatrics, cardiopulmonary, clinical electrophysiologic, women's health, and oncologic.

What can I do to enhance my chances of successful admission to a physical therapy program?

• Pay close attention to the admission criteria for a minimum of 3 or 4 programs to which you intend to apply. Be certain to meet their prerequisite coursework.

• Do well academically.

• Research the field and try to get volunteer or work experience in a variety of health care or physical therapy settings. We recommend a broad exposure of at least 50-60 hours to physical therapy in more than one setting. For example, an in-patient setting and an out-patient setting.

• Develop your rationale as to why you want to be a physical therapist.

• Meet with your undergraduate advisor and a physical therapy faculty member to discuss other strategies to improve your application.

2023 Applicant Pool - The University of Iowa

In 2023 we interviewed 138 applicants (68 Iowa Residents; 70 Nonresidents).  Fifty (50) students enrolled (32 Iowa Residents; 18 Nonresidents). The mean cumulative GPA of the students enrolled in 2023 was 3.76. The prerequisite GPA mean was 3.67. The mean verbal GRE score was 153.9 (60.5%); mean quantitative score was 155.9 (53.9%); and mean analytical score was 4.4 (70.6%). 

What qualities are needed to be a good physical therapist?

As with most health professions, a practitioner should be intelligent and have an ethic of caring. Communication and interpersonal skills are vital. These traits are needed to deal both with the patient and the patient's family. Manual dexterity and physical stamina are important as is a commitment to life-long learning.

Are physical therapists licensed?

Yes, the National Physical Therapy Examination is given in all states. To take the exam one must be a graduate of an accredited program in physical therapy. The purpose of licensure is to protect the public from unqualified practitioners. Other requirements for physical therapy practice vary from state to state according to physical therapy practice acts or state regulations governing physical therapy.

How much do physical therapists earn?

According to the most recent data from the APTA, the median annual income of salaried physical therapists who worked full time  for 10-15 years in the field was $89,000.  Starting salaries for new graduates average around $64,000 and vary depending on geographic regions and practice settings. Starting salaries in the Midwest range from $65,000 - $85,000 with 0-3 years of experience.

Where do physical therapists practice and what is the employment outlook?

Physical therapists work in a variety of settings including but not limited to hospitals, private clinics, rehab facilities, home health agencies, nursing homes, schools, sports clinics, fitness centers and industry.  A substantial number of physical therapists are in private practice. Some teach, conduct research, or serve as consultants. Indications are that the need for physical therapists will remain high as the population both grows and ages and as physical therapists become more involved in the areas of health and wellness promotion. Physical therapy continues to offer great opportunities.

 

Academic and Professional Development Scholarships

Approximately 120 scholarships (~$400,000) are granted each year to DPT students matriculating within the Department of Physical Therapy and Rehabilitation Science (PTRS). Recipients of these awards are acknowledged team players who demonstrate impeccable professional behavior in the classroom, clinic, and community. We strive to assist those who are excellent people who also have significant financial need.

Below is a listing of awards typically granted annually:

• Tracy Dahl Family Scholarships (12)
• Frank Hazelton Memorial Scholarships (2)
• Louis and Dorothy Laubenthal Memorial Scholarships (5)
• Marilyn M. McCoid Scholarships (4)
• Norman & Ruth Goldman Scholarships (2)
• Kincart Family Rural Physical Therapy Scholarships (2 awards)
• Mary Lou Fairchild Scholarship (1)
• Rock Valley Physical Therapy Scholarship (1)
• Kepros Physical Therapy and Performance Scholarship (1)
• Boldt Professional Service Scholarship (1)
• Team Iowa Physical Therapy Award (2)
• Alumni Scholarships (2)
• Byron E. Bork Dedication to Education & Service Scholarship (1)
• Judy Biderman Professionalism Scholarship (1)
• David G. Gerleman Doctor of Physical Therapy Applied Engineering Scholarship (1)
• Experiential Weekend Coverage Scholarships (12)
• Community Engagement Scholarships (12)
• Inter-professional Education Leadership Scholarships (6)
• Reaffirmation Ceremony Leadership Scholarships (6)
• Experiential Teaching Technology Scholarships (2)
• Experiential Service Scholarship (1)
• Citizenship Scholarships (4)
• Professional Development Scholarships (44)

Tuition & Fees Per Semester (2023 Fee Schedule)

Residency Status	Tuition	University Fees
Resident of Iowa	$7,958.00	$867.50
Non-resident of Iowa	$16,608.00	$867.50

Total Cost (2023-2024 academic year):
$68,903   Resident of Iowa
$115,530 Nonresident of Iowa

Other Expenses

Supply	Cost
Books	~$1,200-$1,550
Laptop Computer	~$1,900
Program Specific Fees	$1,400
Criminal Background Check (through PTCAS)	$77.75
Gross Anatomy Laboratory Users Fee	$550
Neuroanatomy Laboratory User Fee	$75

Housing 

Health Insurance

Physical Therapy students are required to have health insurance.

Advance Payment

A $600 advance payment is required if admitted into the DPT Program. This fee is non refundable.

Financial Aid

Major sources of support for students include parental assistance, accumulated savings, the income of working spouses, part-time jobs, departmental financial aid, scholarships, and loans.

Each entering physical therapy student will be eligible for financial aid as determined on the Free Application for Federal Student Aid (FAFSA) form.  The student must sustain a strong academic performance in order to qualify for these funds.  These resources are contingent upon approval from the Board of Regents, State of Iowa on an annual basis.

The department has scholarships to award annually.  The funds for these scholarships are through memorials and contributions to the department from alumni. 

Eligible students may receive Federal Direct Student Loans, Federal Perkins Loans, and Work-Study awards. Interest on the loans accrues at a comparatively low rate and the loans are repayable over an extended period of time after you complete your course of study.

Specific information about the application process for various forms of non-departmental financial aid may be obtained from the Office of Student Financial Aid, 2400 University Capitol Centre, 319/335-1450, financial-aid@uiowa.edu.

Graduate Opportunity Assistance

The Graduate College provides counseling services to students from U.S. minority groups: American Indian or Alaskan Native, African American, Hispanic/Latino(a), Asian, Native Hawaiian, or Pacific Islander. For further information call or write the Graduate College, 205 Gilmore Hall, 319/335-2144.

 

Summer Session - Year 1

PTRS:5101 Introduction to Physical Therapy Practice I

• Professional development of physical therapists; evolution of the profession; analysis of current role in health care and public health with respect to societal health challenges; patient management terminology including medical terminology and language utilized in the Guide to Physical Therapist Practice; concepts of enablement models and disablement models, including World Health Organization's International Classification of Functioning, Disability and Health model in the biopsychosocial model of health; introduction to evidence-based practice principles.

PTRS:5102 Principles of Physical Therapy I

• Patient management skills: fostering therapeutic alliance, history taking, systems review, positioning, draping, transfers, body mechanics, assisted gait, wheelchairs, and negotiation of architectural barriers. 

PTRS:5205 Health Promotion & Wellness

• Overview of health promotion, fitness and wellness strategies, including information on levels of health promotion, risk assessment, applied physiology (skeletal muscle, energy metabolism ,and physiological responses to exercise), exercise testing and training guidelines, body composition assessment, and development of individual weight management and exercise training programs; classroom and laboratory experiences.

Fall Semester - Year 1

ACB:5108 Human Anatomy

• Regional dissection, lectures, demonstrations, with emphasis on areas important to physical therapists.

PTRS:5100 Professional Issues & Ethics

• Contemporary issues in clinical practice and professional dvelopment; legal and ethical perspectives on human rights, ethical theory and principles for analyzing and acting on ethical problems; professional and peer relationships. 

PTRS:5103 Principles of Physical Therapy II

• Continuation of PTRS:5102 (Principles of Physical Therapy I); expansion of existing skills and provides new learning experiences in documentation, assessment of joint range of motion/goniometry, manual muscle testing, pre-ambulatory intervention strategies, gait analysis; musculoskeletal, neuromuscular, and integumentary systems review.

PTRS:5209 Surface Anatomy

• Laboratory teaching activities designated to parallel the human anatomy course; observation, palpation, and problem solving skills; upper- and lower-limb, head and neck, thorax, and abdomen.

PTRS:5210 Kinesiology & Pathomechanics

• Normal and pathological movement based on understanding of muscle mechanics, segment and joint mechanics, muscle function; instructor- and student-centered learning experiences; integrative human movement systems laboratories.

PTRS:5212 Human Pathology for the Physical Therapist

• Human disease; basic disease processes, organ-related and multisystem diseases; case analysis.

PTRS:5235 Case-Based Learning I

• Small group case study seminars and simulated patient-instructor learning experiences; clinical problems coordinated with concurrent courses; student-centered, problem-based learning format with emphasis on evidence-based practice objectives. First in a two-course sequence.

 PTRS:5790 Integrated Clinical Education in Physical Therapy I

• Integrated clinical experiences in area physical therapy clinics; overview of diverse nature of practice through half-day experiences; basic skills in examination, intervention, and documentation.

Spring Semester - Year 1

PTRS:6253 (ACB:6252) Functional Neuroanatomy

• Basic principles of neuroanatomy and neurophysiology; emphasis on human central nervous system; laboratory emphasis on anatomical study of spinal cord and brain.

PTRS:5131 Therapeutic Physical Agents

• Theoretical and practical applications for safe, effective use of physical agents (superficial and deep heat, cold, hydrotherapy), electrotherapeutic modalities (biofeedback, NMES, TENS, iontophoresis); massage and soft tissue mobilization; emphaiss on prlbem solving, clinical decision making.

PTRS:5144 Interprofessional Education I: Team-Based Approach to Health Care

• Groups of interprofessional students (physical therapy, medicine, pharmacy, dentistry, nursing, health administration, public health, speech and language pathology, athletic training) interact over 3 semesters to learn the foundations of interprofessional, team-based health care practice. Online learning experiences in the first semester provide an orientation to interprofessionalism and to population health. In the second and third semesters, interprofessional teams meet virtually and/or in-person to learn about peer professions and to process a simulated patient case.  Electronic assignments provide opportunities for reflection on professional roles and interprofessional teamwork.

PTRS:5201 Musculoskeletal Therapeutics I

• Musculoskeletal techniques and biomechanical principles applied to assessment and evaluation of common orthopedic problems of the spine; problem solving, case-study approach to clinical methods, skill acquisition.

PTRS:5791 Integrated Clinical Education in Physical Therapy II

• Integrated clinical experiences in area physical therapy clnics; overview of diverse nature of practice through half-day experiences; basic skills in examination, intervention, and documentation.

PTRS:5215 Applied Clinical Medicine

• Pathological disorders frequently encountered by physical therapists in clinical practice, addressed by physicians and health professionals who are not physical therapists; physical therapy management.

PTRS:5206 Cardiopulmonary Therapeutics

• Cardiorespiratory anatomy, physiology, and application of basic concepts, techniques in management of patients with acute and chronic cardiac, pulmonary disorders; laboratories.

PTRS:5236 Case Based Learning II

• Small-group case study seminars and simulated patient-instructor learning experiences; clinical problems coordinated with concurrent courses taken in curriculum; student-center, problem-based learning format; emphasis on evidence-based practice objectives. Second in a two-part series of integrated courses.

Summer Session - Year 2

PTRS:6120 Physical Therapy Management & Administration I

• The changing U.S. health care system; physical therapy services across the continuum of care, reimbursement to health care providers, mechanisms for controlling costs while providing quality care; clinical vignettes, small group problem solving.

PTRS:6143 Selected Topics in Physical Therapy Practice

• Specialty area of practice including wheelchair seating and prescription, pelvic health, home assessment, durable medical equipement (DME) recommendations, and geriatrics; topics dictated by changing needs of health care and the profession; emphasis on clinical decision making, synthesis and evaluation of information with respect to first-year physical therapy curriculum.

PTRS:6176 Pharmacology for Physical Therapists

• Contemporary pharmacology; overview of basic pharmokinetic and pharmacodynamic principles; relation of drug therapy to therapeutic interventions provided by physical therapists; small group clinical case presentations.

PTRS:6793 Integrated Clinical Education in Physical Therapy III 

• Six-week full-time clinical education experience in a rural health enviornment. 

Fall Semester - Year 2

PTRS:6122 Psychosocial Aspects of Patient Care

• Emotional reactions to illness/trauma; social determinants of health; recognition of mental illness in physical therapy examination and intervention; psychosocial aspects of disability as they relate to patient-physical therapist interaction; effective communication strategies; cultural competence in professional behavior and patient care. 

PTRS:6134 Physical Therapy Management of Integumentary System

• Overview of physical therapy examination and management of the integumentary system; wound pathology, diagnosis associated with the integumentary system, inflammation and repair, examination and reexamination techniques, documentation, clinical decision making, lecture and laboratory formats; interventions, including patient/client information, physical agents, electrotherapy, wound dressing. 

PTRS:6145 Inter-professional Education II: Teaching Neural & Musculoskeletal Evaluation Principles

• This course provides 2nd-year DPT students with a foundation of practical skills for effective communication, teaching, and learning in contemporary interprofessional practice.   Learning experiences include workshop-based training in teaching, culminating in opportunities to teach functional anatomy to 1st-year medical students.  By interacting with patient guests, learners hone therapeutic communication skills, including patient education, and work as teams to select and administer appropriate neuromusculoskeletal examination techniques.  Through interactions with clinicians from peer professions, learners explore fundamentals of co-treatment and effective interprofessional communication.

PTRS:6170 Management of People with Prosthetics and Orthotic Needs

• Physical therapy management and assessment of patients in need of prosthetic and orthotic devices; principles and components of prosthetic and orthotic design and use.

PTRS:6200 Pediatric Physical Therapy

• Preparation for physical therapy practice in pediatric settings using interdisciplinary family-centered practice; normal and abnormal development, standardized assessment, service-delivery settings, interventions, management strategies specific to pediatrics.

PTRS:6202 Musculoskeletal Therapeutics II

• Pathology, assessment, management of orthopedic disorders of the upper quarter; problem-solving approach to evaluation and management of patients with musculoskeletal conditions.

PTRS:6224 Activity-Based Neural and Musculoskeletal Plasticity in Health Care

• Examination of neural, muscular, and skeletal plasticity to increased and decreased use in normal and pathological states (chronic inactivity, obesity, metabolic syndromes, orthopedic and neurologic injuries); principles of genetic regulation with physical activity including underlying mechanism contributing to acute and chronic adaptations of muscle, spinal circuitry, and supra-spinal centers; integration of movement control concepts through contemporary papers evaluating short and long latency reflexes, posture and balance control, spasticity, and motor learning in individuals with acute and chronic perturbations to the nervous system.  

PTRS:6237 Community Outreach and Engagement I

• Outreach and engagement activities with individuals and organizations in the community; students select from current community partners, or may suggest their own idea, and develop their individual learning goals for these experiences; discussion and written assignments focus on reflection about the student experiences with persons who are different than themselves, and on social responsibility, advocacy, and professionalism in the field of physical therapy; second in a two-course series. 

PTRS:6250 Critical Inquiry I: Evidence-based Practice

• Topics relevant to evidence-based practice and research design; identification of appropriate questions for research and clinical applications, location and evaluation of available evidence, identification of issues that affect validity of research designs, interpretation of basic statistical analyses.

PTRS:XXXX Critical Thinking in...(XXXX = Neuro-Mechanical Systems, Pain, Biomechanics and Human Performance Assessment, Activity-Based Plasticity, Neural Plasticity, Movement Science, or Cardiovascular Physiology: dependent on student research advisor)

• Problem solving experience in XXXX, commensurate with student interest, ability.

Spring Semester - Year 2

PTRS:6121 Physical Therapy Management & Administration II

• Principles of management in physical therapy practice; historical perspective, current health care environment; business principles; marketing, managing risk, medical/legal concerns, professional and personal growth and development.

PTRS:6133 Pain Mechanisms & Treatment

• Introduction to basic science mechanisms, assessment, and management of pain; basic science mechanism involved in transmission and perception of painful stimuli after tissue injury, assessment and physical therapy management of pain; emphasis on scientific principles and published literature to support treatment techniques. 

PTRS:6204 Progressive Functional Exercise

• Therapeutic exercise options (e.g., isometrics, isotonics, isokinetics, plyometrics, endurance exercises, stretching exercises) and training principles; application to functional activities, including those of daily living, work, recreation, and sport; laboratory component.

PTRS:6172 Radiology/Imaging for Physical Therapists

• Basic principles and procedures for acquisition and interpretation of  radiology and imaging in clinical practice and research; plain film radiographs, CT, MRI, other common imaging modalities; case-based, multidisciplinary approach.   

PTRS:6173 Differential Diagnosis in Physical Therapy

• Use of physical therapy examination and evaluation skills to diagnose physical therapy problems; focus on use of good clinical decision-making skills when analyzing a patient’s history and administering physical therapy tests and measures to confirm or rule out differential diagnoses; components of the medical examination; importance of collaboration between therapists and other health professionals; interactive case studies presented by clinical experts.

PTRS:6792 Integrated Clinical Education in Physical Therapy IV

• Two-week, full-time clinical experience in physical therapy clinics under the guidance of physical therapists; theory and practice of physical therapy procedures, competence building in basic skills.

PTRS:6203 Musculoskeletal Therapeutics III

• Pathology, assessment, management of orthopedic disorders of the lower quarter; problem-solving approach to evaluation and management of patients with musculoskeletal conditions.

PTRS:6225 Neuromuscular Therapeutics

• Evidence-based application of clinical neuroscience, motor control, and learning principles to practice of neurological physical therapy; approaches to evaluation and therapeutic intervention for clients with adult-onset neurological conditions, with emphasis on examination, developing a diagnosis, clinical decision making, and prescribing interventions that help clients accomplish goals. 

PTRS:6238 Community Outreach and Engagement II

• Outreach and engagement activities with individuals and organizations in the community; students select from current community partners, or may suggest their own idea, and develop their individual learning goals for these experiences; discussion and written assignments focus on reflection about student experiences with persons who are different than themselves, and on social responsibility, advocacy and professionalism in the field of physical therapy; second in a two-course series. 

PTRS:6251 Critical Inquiry II: Rehabilitation Research

• Experience conducting group research projects under faculty supervision; data collection and analysis, manuscript preparation, oral defense of research findings during a formal poster presentation.

Summer Session - Year 3

PTRS:6794 Terminal Clinical Education in Physical Therapy I

• Nine-week, full-time clinical education experience divided among various settings; development of competence in independent examination, evaluation, and treatment of patients under supervision of clinical faculty.

Fall Session - Year 3

PTRS:6795 Terminal Clinical Education in Physical Therapy II

• Nine-week, full-time clinical education experience divided among various settings; development of competence in independent examination, evaluation, and treatment of patients under supervision of clinical faculty. 

PTRS:6796 Terminal Clinical Education in Physical Therapy III

• Nine-weekl, full-time clinical education experiencedivided among various settings; development of competence in independent examination, evaluation, and treatment of patients under supervision of clinical faculty.

PTRS:6252 Critical Inquiry III: Clinical Application

• Principles and procedures learning in PTRS:6250 and PTRS:6251 applied to a clinical setting; students write and present a case report with an evidence-based practice focus, using a clinical case from their final internships. 

 

Applications are considered for the summer session beginning in July only. Applications for admission are accepted beginning around June 15 each year with matriculation into the DPT program beginning the following summer.  Applicants who apply early and by September 15 will be given priority status in our admissions process, as compared to applicants who apply later.  It is to the applicant's benefit to apply as soon as possible after the PTCAS application portal opens (around June 15), as the Admissions Committee will begin reviewing applications to select those for interviews starting in August. The majority of interviews will be conducted in October and November. The final deadline to submit applications to PTCAS is December 1.  

Application Material

Applications are submitted online through the Physical Therapist Centralized Application Service (PTCAS). PTCAS allows applicants to use a single application and one set of materials to apply to multiple PT programs. Once your application portfolio is complete with PTCAS, it will be forwarded to The University of Iowa (UI).

Items submitted through PTCAS:

• Online application
• Official transcript(s)
• Official Graduate Record Examination (GRE) report from the Educational Testing Service (UI PTCAS GRE Code #7566)
• Three letters of recommendation are required. The applicant should seek letters from individuals who can speak to their abilities to engage in rigorous academic courses and to work with people in a healthcare environment. The letters should be submitted by:
  • A faculty member in the applicant's major who has instructed them in at least one class
  • A physical therapist the applicant has interacted with or someone who can speak to their skills related to working in a healthcare field
  • A person of the applicant's choice, examples include another physical therapist or academic reference, supervisor, or employer

Interviews

The Physical Therapy Admissions Committee requests personal, on-campus interviews. Because the number of students admitted into each class is limited, not all who apply for admission are invited for an interview. 

Selection of Applicants

Fulfillment of the basic requirements does not guarantee admission. The Physical Therapy Admissions Committee selects the applicants it considers best qualified for the study and practice of the profession from the pool of applicants who are interviewed.

Admission is based on course work, grade-point averages, GRE scores, knowledge of the profession, life experiences, personal essay, recommendations, and a personal interview. Some preference is given to residents of Iowa. A broad exposure to physical therapy in more than one clinical setting is recommended. A suggested minimum is 50-60 hours.

The students selected have strong experiential backgrounds. The mean GPA of the entering class is generally around 3.70.

Admissions Timeline

Applications are accepted when the PTCAS portal opens (typically around June 15) for entry into the DPT program the following summer. Applicants who apply early and by September 15 will be given priority status in the admissions process. It is to the applicant's benefit to apply as soon as possible after June 15 as the admissions committee will begin the application review process to select those for interviews. The majority of interviews are conducted in late September through November. Early application deadline is September 15, our mid-application deadline is October 1, and final application deadline is December 1.

 

For additional information about The University of Iowa, you may also visit the UI General Catalog. Or, you may contact us at:

Department of Physical Therapy and Rehabilitation Science 
University of Iowa Health Care
1-252 Medical Education Building 
Iowa City, Iowa 52242-1190 
Phone: 319-335-9791 
Fax: 319-335-9707 
E-mail: physical-therapy@uiowa.edu 

 

Admission to the Doctor of Physical Therapy Program is contingent on the completion of a baccalaureate degree and all prerequisite course work from a regionally accredited U.S. college or university. Individuals should have completed the majority of the science course requirements and have GRE scores prior to the application deadline. Only candidates who have earned, or who will earn their baccalaureate degree before the class begins in July will be considered for admission.

Course Requirements

Effective for the 2025-2026 admissions cycle, the following prerequisites must be completed prior to enrollment in the program:

Biological Sciences

8 semester hours of introductory biology courses plus one advanced biology course, OR AP biology credit plus 8 additional hours of biology including at least one advanced biology course, equivalent to 12 semester hours;

Physiology

A systemic human physiology course, preferably with a lab component, equivalent to 3 semester hours;

Anatomy

Human or comparative vertebrate anatomy, preferably with a lab component, equivalent to 3 s.h.

OR

*A two-course sequence of anatomy and physiology, preferably with a lab component, equivalent to 6 s.h. can fulfill the Physiology and Anatomy prerequisites.

Chemistry

A complete introductory series, equivalent to 8 semester hours; 

Physics

A complete introductory series, equivalent to 8 semester hours; 

Psychology

Equivalent of 6 semester hours of psychology courses, OR AP psychology credit plus one additional psychology course beyond an introductory course;

Mathematics

A college-level mathematics course, at the level of trigonometry or higher, equivalent to 3 semester hours; AP credit may be used to fulfill the mathematics prerequisite;

Statistics

A statistical methods course, equivalent to 3 semester hours.

All science courses should include the appropriate laboratory instruction, if available. The prerequisite courses must be taken for a letter grade. However due to the pandemic, P/F or P/NP grading will be accepted for the spring and summer 2020 academic sessions. Credit awarded through the AP testing program may only be applied to the prerequisites as indicated above.

Grade-point Requirement

An overall grade-point average of 3.0 or above (on a 4.0 scale) is the minimum for consideration for admission. A grade-point average of 3.0 or above in all prerequisite course work is recommended.

Graduate Record Examination

The Graduate Record Examination (GRE) General Test is required for admission. Arrange to take the test early to ensure receipt of the scores prior to the application deadline.  

Observation Hours/Exposure to Physical Therapy

It is strongly recommended that applicants have a minimum of 50 hours of physical therapy observation hours. These observation hours may be paid or volunteer. Applicants are encouraged to explore the practice of physical therapy in a variety of different settings and with a variety of ages and diagnoses to enhance their understnading of the profession. Examples include hospitals, outpatient clinics, rehab facilities, schools and sports facilities.

Professional Opportunities

Changes in the health care system have made possible many practice opportunities for physical therapists. In addition to hospital based practice, an increasing number of physical therapists select private practice. In the last several years, areas of specialization have become available in orthopedics, cardiopulmonary, electrophysiology, neurology, geriatrics, pediatrics, and sports physical therapy. Some potential practice settings are as follows:

• General or specialized hospitals and nursing homes
• Private physical therapy clinics or offices
• Home health agencies
• Skilled nursing facilities and rehabilitation centers
• Corporate or industrial health centers
• Fitness centers and sports training facilities
• Athletic facilities
• Schools or pediatric centers
• Community and governmental agencies
• Education or research centers

Criminal Background Checks

Enrollment in the DPT Program will be contingent on a successful criminal background check. Those applicants accepting admission offers will be contacted by the PTCAS background check service vendor, Certiphi Screening, Inc. via email to start the background check process. Their email will include a link to a secure, online form that will request additional information and your consent to initiate the background check process. The background check fee is currently $77.75 per applicant and will be paid to Certiphi by the applicant. The applicant is given an opportunity to review the results before they are released to us. Applicants should also be aware that some clinical education sites require drug screening for students performing clinical rotations. DPT students are also required to provide annual attestation of any new felony or misdemeanor experiences.

Cultural Diversity Statement

The University of Iowa's Department of Physical Therapy and Rehabilitation Sciences acknowledges the importance of recognizing and understanding cultural diversity. The department's faculty, staff, and students strive to promote trust, respect, and appreciation for individual differences in matters of practice, research, and education. Efforts are made to provide a supportive environment, one appreciative of human differences, while cooperating with each other in the constructive expression of ideas and actions. Please visit the University's Office of Diversity, Equity and Inclusion website for additional information and resources.