Technical Standards

The Commission on Accreditation of Physical Therapy Education (CAPTE) accredits professional physical therapy programs and requires that graduates of these programs are able to deliver entry- level clinical services. Graduates of entry-level programs are required to possess a broad base of knowledge, skills and attitudes requisite for the practice of physical therapy. Physical therapists must possess the intellectual, communication, sensory, social behavioral, observational, and motor abilities to meet the standards of practice.

In keeping with the goals of the University of Cincinnati Doctor of Physical Therapy (DPT) Program, the highest priority is placed on developing entry-level physical therapists who possess the knowledge, skills and attitudes to function in a broad variety of clinical settings and adapt to an ever-evolving healthcare environment. Certain technical standards are required for admission, progression, and graduation from the DPT Program.

Specifically, admission and retention decisions are based not only on prior satisfactory academic achievement, but also on non-academic factors, which serve to ensure that the candidate can complete the technical standards of the academic program required for graduation. The Physical Therapy Program faculty maintain the responsibility to evaluate achievement of these Technical Standards as they determine the level of student success based on their classroom and clinical education performance.

The Physical Therapy Program as a part of the University of Cincinnati is committed to providing students with equitable learning experiences and does not discriminate on the basis of race, color, creed, religion, national origin, gender, sexual orientation, age, marital status, or disability. A student with a disability may participate in the Program provided the student satisfies Program requirements including these Technical Standards, with or without reasonable accommodations. Students who seek reasonable accommodations for disabilities must contact Accessibility Resources (AR) within two weeks of the start of any physical therapy program course. Accessibility Resources will determine student eligibility for and recommend, if deemed appropriate, accommodations and services.

Students are encouraged to meet with faculty members by appointment or during office hours to discuss approved accommodations and how course requirements and activities may impact a student's ability to fully participate.

Technical standards, as distinguished from academic standards, refer to those physical, cognitive, and behavioral abilities required for satisfactory completion of all aspects of the curriculum, and the development of professional behaviors required by the Program of all students upon graduation. The Technical Standards and abilities required by the curriculum are in the following areas: sensory, processing abilities, observational ability, motor, communication, intellectual (conceptual, integrative, and quantitative abilities for problem solving, clinical reasoning and patient assessment) and the behavioral and social aspects of the performance of a physical therapist. This list is not intended to be exhaustive and individual course instructors may identify additional requirements for successful completion of their courses.

 The student is expected to possess functional use of the senses of vision, touch, and hearing so that data received by the sense may be integrated, analyzed and synthesized in a consistent and accurate manner. The student must also possess the ability to perceive pain, pressure, temperature, position, vibration, position equilibrium, and movement that are important to the student's ability to gather significant information needed to manage patients effectively. The student must have the ability to master information, with or without reasonable accommodation, presented in course work in the form of lectures, written material, and projected images.

The student must be able to observe demonstrations in basic and applied sciences including, but not limited to human anatomy and neuroscience as well as in didactic courses in physical therapy theory and practice for normal and pathologic states. The student must be able to observe patients at a distance and close at hand, including non-verbal and verbal signals, to assess health and illness alterations in a variety of healthcare settings.

Observation requires the use of common sense, as well as the functional use of the sense of vision, audition, olfaction, and palpation.

The student must be able to communicate effectively with patients and family, physicians and other members of the health care team. These skills involve assessing all information, including non-verbal cues, and promptly interpreting provided information. The student must be capable of responsive, empathetic listening to establish rapport in a way that promotes openness to issues of concern and sensitivity to potential cultural differences.

The student must be able to process and communicate information regarding the patient's status with accuracy in a timely manner to physical therapist colleagues and other members of the health care team. This information needs to be both concise and comprehensive, especially in settings where time is limited. Written or dictated patient assessments, etc., must be complete and accurate. The appropriate communication may also rely on the student's ability to make a correct judgment in seeking supervision and consultation in a timely manner.

The student must possess the fine and gross motor skills necessary to provide care to patients of all ages and sizes, including the ability to perform complete physical examinations using a variety of examination maneuvers. The student must be able to perform gross and fine motor movements with coordination sufficient to perform interventions, including management and operation of therapeutic healthcare equipment used in the general practice of a physical therapist. The student must be (1) able to maintain consciousness and equilibrium, (2) have sufficient levels of postural control, neuromuscular control, and eye-to- hand coordination, and (3) possess the physical and mental stamina to meet the demands associated with extended periods of sitting, standing, moving, lifting, and physical exertion required for satisfactory performance in patient care and classroom/laboratory settings. In addition, the student must possess adequate motor ability to respond efficiently and effectively in an emergency situation.

The student must be capable of gathering information, documenting a patient’s history appropriately, and conducting a physical examination for inclusion in the patient’s record. Such tasks require the ability to communicate with the patient and family. The student must also be capable of perceiving the signs of disease as manifested through the physical examination. Such information is derived from observation and palpation of the body surfaces, palpable changes in various organs and tissues, and auditory information (such as patient voice, joint, heart and lung sounds).

In order to master observation and palpation techniques, students are required to complete courses with laboratory components. Labs are co-educational, and students are often required to dress in shorts and t-shirts/sports bras to allow appropriate visualization and palpation. During these courses, students are required to work with classmates of all genders and all body types.

The student must possess a range of intellectual skills that allows mastery of the broad and complex body of knowledge that comprises a DPT curriculum. The student must be able to comprehend, analyze, and synthesize information from various sources. The student must be able to develop and refine problem- solving skills crucial to physical therapist practice. Problem solving involves the abilities to (1) comprehend three-dimensional relationships and understand the spatial relationships of structures, (2) measure, calculate, reason, analyze, and synthesize objective and subjective data, and (3) make decisions in a timely manner that reflect consistent and thoughtful deliberation and sound clinical judgment. The Program uses cadaver dissection in gross anatomy instruction and expects all students to participate in dissection as part of the learning process.

The student must possess the emotional health required for full use of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the evaluation, diagnosis and care of patients, and the development of mature, sensitive, and effective relationships with patients. The student must be able to tolerate physically-taxing workloads and to function effectively under stress. The student must be able to adapt to changing environments, display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of many patients. The student also must possess attributes which include compassion, empathy, altruism, integrity, responsibility, and tolerance.