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DPT Class of 2025 Handbook
Department of Physical Therapy, Movement & Rehabilitation
Sciences
2022
Post Baccalaureate Doctor of Physical Therapy
Student Handbook | Graduating Class 2025
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DPT Class of 2025 Handbook
Table of Contents
3: Welcome
4: Handbook Objectives/Intent
5: Mission, Vision & Core Values
7: CAPTE Goals & Outcomes
7: The Curriculum: Academic Advising
10: Student Responsibilities: Academic Polices & Standards
11: Title IX
12: Student Support
14: Grade Policy
15: Requirements
17: Professional Behaviors
18: Appeals Process
19: Appendix
20: Section I (General Information)
21: Curriculum
22: Northeastern University Honor Code
23: General Information
24: Essential Functions
25: Professional Behaviors Guidelines
29: Dress Code
30: APTA Code of Ethics for the Physical Therapist
33: APTA Core Values for the Physical Therapist
35: Physical Therapist Student Terminology (Graduate Entry)
36: Physical Therapy Cooperative Education Program – CO-OP Competencies
38: Campus Tunnel System
39: Campus Map
40: Section II (General Forms)
41: General Petition Form
42: Academic Affairs Committee Intention to Appeal Application
46: Individual Instruction [Directed Study]
47: Incomplete- Grade Contract
49: Section III (Policy and Consent Forms)
50: 4th Floor Lab Policies
51: Lab Safety Policy
52: Human Subjects Procedures
53: Confidentiality Agreement
54: Student Informed Consent – MS-1
55: Student Informed Consent – MS-2
56: Patient Information Release Form
57: Human Anatomy Laboratory Participation Agreement & Release of Liability
58: Informed Consent & Release Liability Form
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DPT Class of 2025 Handbook
Department of Physical Therapy, Movement, & Rehabilitation Sciences
Welcome!
Congratulations! You are at the threshold of an exhilarating academic experience that will
include challenging didactic, experiential and clinical opportunities in pursuit of the Doctor of
Physical Therapy degree. As we move forward in the 3rd decade of the 21
st
century,
rehabilitation has benefited from significant evidence-based practices and technological
advances. There has never been a more exciting time to become part of the health care
professional team as a Doctor of Physical Therapy!
Our rigorous curriculum provides you with the means to augment knowledge gained from prior education
and experiences to enter a profession that addresses the rehabilitation, health promotion and wellness needs
of individuals across the life span. The availability of state-of-the-art simulated laboratory learning
experiences as well as clinical interactions with independent community consultants augment the didactic
component of our program. Northeastern’s unique post baccalaureate DPT [PB-DPT] program includes the
country’s only DPT curriculum that is enhanced by our signature co-operative education program. Didactic
and clinical studies are further enriched by opportunities to take advantage of several service learning
options. Collaborative research with PT faculty across the various practice areas of the profession helps to
round out our curriculum.
As a graduate of the Doctor of Physical Therapy program at Northeastern University, you will be well
prepared to become a reflective, evidence-based practitioner who can respond to the changing rehabilitation
needs of a complex world. On behalf of the faculty, staff and students of the Department of Physical
Therapy, Movement & Rehabilitation Sciences, we extend a warm and sincere WELCOME!
We look forward to working with you throughout this new and exciting academic process.
Sincerely,
The Faculty of the Department of Physical Therapy, Movement, and Rehabilitation Sciences
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DPT Class of 2025 Handbook
Handbook Objectives/Intent
The PB-DPT Student Handbook describes the curriculum, requirements, policies and procedures for
post baccalaureate DPT students at Northeastern University. Policies and regulations applying to all
graduate programs are established by the University Graduate Council. This information is in the
Northeastern University Graduate Catalog and is available online via the link below:
•
http://catalog.northeastern.edu/graduate/
The PB-DPT Student Handbook addresses program-specific policies within the limits defined by the
University. The policies contained in this Handbook are also consistent with, and extend, those stipulated by the
Bouvé College of Health Sciences Graduate Policies and Regulations, available here:
http://catalog.northeastern.edu/graduate/health-sciences/
This Handbook does not include all the information you need to know about your program of study and the
policies of the College or the University. It is not intended to duplicate other University publications that are
accessible to all students. Therefore, this manual in conjunction with other published materials is designed
to guide students through the clinical doctoral studies in Physical Therapy at Northeastern.
Students should consult the aforementioned resources as well as any other pertinent PT department manual
or expectations [i.e. The Essential Functions for Northeastern University Physical Therapy Students
https://bouve.northeastern.edu/physical-therapy/programs/pbdpt/] as well as course syllabi and manuals
from cooperative and clinical education for general regulations, policies and procedures covering such
matters as credit requirements, student responsibilities, code of conduct, academic and curricular life,
faculty rights and responsibilities, personnel policies, benefits, and services. If any information contained in
this booklet conflicts with the general University policy, then the University policy will prevail. The
University and the Department reserves the right to change the information contained in this document.
It is the responsibility of the student to be familiar with the contents and all program policies and procedures to
seek verification of any questions regarding the contents.
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DPT Class of 2025 Handbook
Mission, Vision & Core Values
Northeastern University Mission
To educate students for a life of fulfillment and accomplishment.
To create and translate knowledge to meet global and societal needs.
Vision
Northeastern University, a dynamic, highly networked research university with a global reach, is a world leader in
experiential learning and a thought leader on the frontier of learning science. The university fosters excellence,
creativity, and entrepreneurship throughout undergraduate, graduate, and professional programs in a diverse and
inclusive community.
Essence of Northeastern
Integrative Experiential Education
Northeastern combines curricular and co-curricular programs with relevant professional experiences designed to
develop students’ broad knowledge, intellectual creativity, and analytical skills. This integrated experiential model
prepares students to be active, impactful participants in our evolving society and economy—engaged global citizens
and leaders, successful professionals, and self-directed lifelong learners. Northeastern’s educational programs foster
formal and informal knowledge-sharing networks that meet the learning needs of students at every stage throughout
their lives.
New Knowledge through Foundational and Translational Research
Northeastern generates cutting-edge research, inspired by the world’s grand challenges, that aligns with societal needs
and our unique strengths. The university’s research is based on strong disciplinary foundations and a commitment to
interdisciplinary discovery, and engages societal partners from business, government, and the academy to integrate
basic and use-inspired research with development and translation.
Entrepreneurship and Innovation
Northeastern empowers a network of students, faculty, and alumni who develop entrepreneurial and professional
collaborations and innovative enterprises that advance knowledge and contribute meaningfully to society. We
relentlessly innovate in our educational pedagogies and organizations to keep pace with our changing environment
and the needs of our students and faculty.
A Diverse and Inclusive Community
Northeastern is a multicultural community situated in a dynamic urban setting in which students develop the cultural
competencies and agility necessary to thrive in an interconnected world. Many of our students’ most powerful
learning opportunities occur through community engagement, in which they learn experientially about the importance
of diversity and inclusion. Our educational programs foster civility and mutual respect by encouraging students to
understand multiple, competing points of view.
A Global Perspective Grounded in Local Roots
Northeastern is focused on expanding our teaching and research around the world just as we are enriched by our deep
roots in Boston and the innovative city it has become. Our local and global engagement comes from the same starting
point—the belief that academic pursuits must be grounded in reality. This underlying ethos guides us as we extend
our presence around the globe.
Commitment to Excellence with a Purpose
Northeastern is unyielding in the advancement of knowledge, the successful education of future generations, and the
positive resolution of the challenges of our time.
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DPT Class of 2025 Handbook
Bouvé College Mission
To inspire/create the next generation of interprofessional healthcare leaders for the wellbeing of our global
community.
Bouvé College Vision
Advancing health for all, from campus to community; from cells to society; from local engagement to global
impact.
Department of Physical Therapy, Movement & Rehabilitation Sciences Mission & Vision
Mission: Our program’s faculty enhance and extend student’s learning of the physical therapy profession
through experiential education, interdisciplinary collaboration, interprofessional education, research and
global opportunities. We focus on inclusive education for excellence that is in alignment with Bouve College
and Northeastern University’s academic plan.
Vision: To advance the health and well-being of society through inclusive preparation of autonomous physical
therapists that are innovative, diverse, open minded, and committed to equity for all populations we serve.
Department of Physical Therapy, Movement & Rehabilitation Sciences Department Goals
1. Advance to the top 20 ranked Graduate Doctor of Physical Therapy programs.
2. Develop the next generation of research and academic leaders through growth of undergraduate Masters, PhD
and postgraduate involvement in human movement and rehab science
3. Advance academic, research and clinical impact through transformative partnerships across the local, national
and global community
4. Enhance infrastructure to provide transformative educational and research opportunities for students, faculty
and staff within the Department.
5. Advance contemporary, evidence based practice of physical therapy through experiential entry level and post-
professional education.
6. To be distinguished within the Northeastern and global community as experts in the fields of physical therapy,
human movement and rehabilitation sciences.
7. To implement inclusive and innovative measures that optimize learning and outcomes of all of our students
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DPT Class of 2025 Handbook
Commission on Accreditation in Physical Therapy Education [CAPTE] Goals & Outcomes:
GOALS:
Graduates of the DPT program are expected to:
1) Practice autonomously in a competent, caring, culturally sensitive, safe, ethical, legal, reflective, and
professional manner.
2) Participate in the management of patient/family centered physical therapy service delivery using
evidence based practice in the evolving health care environment.
3) Demonstrate professional and social responsibility by participating in prevention, health education and
wellness initiatives locally, nationally and/or globally.
4) Demonstrate effective written, verbal, technological, and non-verbal communication skills in all
professional settings.
5) Demonstrate leadership and advocacy skills.
6) Develop a commitment to professional development and lifelong learning.
STUDENT OUTCOMES:
Upon completion of the program graduates will:
1) Be clinically competent doctors of physical therapy who, guided by the APTA Core Values, excel in
patient-client management and are culturally sensitive.
2) Exhibit professionalism, commitment to lifelong learning and the use of evidence based practice.
The Curriculum
The PB - DPT program is a full time 3-year 2-month curriculum which is composed of 8
semesters distributed as follows:
►8 semesters of a combination of didactic and clinical education
►6-months of co-operative education
► 3 clinical education rotations that are 8, 14 & 14 weeks long
In addition to the standard post-baccalaureate curriculum, there is the option to apply for a Sports, Strength
& Conditioning concentration within the DPT curriculum. This concentration will prepare students of
physical therapy to take the sports and conditioning certification examination and enhances the graduate’s
ability to work with athletes in various venues from gyms to the athletic field improving collaboration with
multiple medical disciplines.
The Pediatric Physical Therapy Concentration will engage physical therapy students who wish to pursue an
interest in pediatric physical therapy. The coursework and experiential learning opportunities, which are
integrated in the DPT curriculum, will enhance the entry-level Physical Therapy (PT) graduate’s ability to
engage in interprofessional, family-centered services with children from infancy through young adulthood
in a variety of settings.
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DPT Class of 2025 Handbook
Academic Advising
Academic advising for DPT students is conducted through the Bouvé Office of Student Services located
in 120 Behrakis Health Sciences Center.
Website: https://Bouvé.northeastern.edu/student-services/graduate-student-services/
The role of the advisor is to assist students in understanding the program requirements, curriculum, and
university and college policies and procedures. The advisor will encourage and guide the student as they define
and develop academic goals. The advisor will also monitor the student’s academic progression toward the
successful completion of the Doctorate in Physical Therapy curriculum throughout.
The processes through which the aforementioned objectives are achieved include:
•
Individual Academic Advising: Academic Advisors are available to meet with students on an as-
needed basis to discuss issues related to, but not limited to: program scheduling, registration,
progression, difficulties in a course, etc. Your Academic Advisor will have walk-in hours and
appointment blocks available for you. You can view the advisor’s availability through the Advisor
Calendar tool in your my.northeastern.edu portal.
•
Academic advising to graduate students is available through the Bouvé College Office of Student
Services located in 120 Behrakis Health Sciences Center: (617) 373-3320:
Bouvéstudentservices@northeastern.edu
•
International Students:
o International Students are encouraged to work closely with the Office of Graduate Student
Services and the Office of Global Services to ensure that students have all required
documentation and remain in compliance with their visa prior to beginning any work outside of
the classroom. The Coop Advisors will approve Curricular Practical Training (CPT)
authorization. The Graduate Student Services Advisors will approve CPT for clinical placements.
Students must have documentation in place prior to the start of each clinical placement.
•
Graduate Clearance of PB3 Students:
o The Office of Graduate Student Services will run degree audits for each Post-Bacc Year 3 student
to ensure PB3 students are aware of any outstanding coursework.
•
Grades/Grade Review Academic Affairs Committee (AAC)
o Academic Advisors will be in communication with faculty throughout the semester on an as-
needed basis for student’s progress within a class.
o Academic Advisors receive a report of grades at the end of each academic term and review for
any deficiencies.
•
Academic Affairs Committee (AAC)
o Petitions are initiated as needed by the advisor for a variety of issues such as, but not limited to,
Leave of Absence, Directed Study, Academic Probation/Contract Plan, Professional Skills
concerns or issues and Incomplete Clearance Plans.
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DPT Class of 2025 Handbook
•
Group Advising takes the form of e-mail exchanges to each cohort for reminders regarding course
registration and other pertinent issues class issues.
•
Individual student files for each member within each cohort of PB-DPT graduating class are
housed and maintained in an electronic file and notes system through the Office of Student Services.
Students are also provided a faculty advisor to assist in their professional development as a student and future
physical therapist. Collectively the Director and Associate Director of DPT Graduate Affairs, the Faculty Class
Advisor and the Academic Advisor through student services work with students for best success during their
program.
Special Department Events
•
PB-DPT Orientation - this program is held prior to the start of the initial semester of matriculation.
During the orientation students are introduced to the PT faculty; meet upper class PB-DPT students;
are familiarized with the curriculum; given an overview of important University calendar dates;
provided with an overview of departmental policies & procedures; provided with an overview of
student financial services, university health & counseling services, participate in a librarian led Snell
Library orientation session & have the opportunity to engage in a Q & A session.
•
The White Coat Ceremony: This is a special event that will occur during the first academic year
when students are welcomed to curriculum and the Physical Therapy profession. During the
ceremony, students receive a professional white coat and collectively take the “Oath of the Physical
Therapist.”
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DPT Class of 2025 Handbook
Student Responsibilities
The Post Baccalaureate Physical Therapy program is a component of the Department of Physical Therapy
Movement and Rehabilitation Sciences. As global citizens, we are dedicated to access, equity, and inclusion.
We are committed to developing future health professionals who can advance diversity by providing culturally
informed care to people across race, gender, sexuality, ethnicity, class, age, ability, and nationality. We
support the acquisition of competencies that ready our students to recognize, broach, and interrupt
discrimination in its many forms.
It is expected that all students conduct themselves in a professional and respectable manner throughout their
tenure as members of the academic community in the process of pursuing the clinical doctoral degree in
Physical Therapy. Each student is expected to be fully acquainted with both University and any specific
College wide regulations and policies as noted in the Graduate Handbook and Bouvé Graduate Policies and
Regulation handbooks cited under the Academic Standards section below. In addition, all students of Physical
Therapy are to adhere to the department’s “The Essential Functions of Northeastern Physical Therapy
Students” as well as the “Code of Ethics for Physical Therapist” and the “Physical Therapy Core Values.”
(See Appendix.)
Academic Policies & Standards
All students are expected to be familiar with both the Northeastern University Graduate Catalog and Bouvé
College Graduate student handbooks. The Physical Therapy Department adheres to all policies and
regulations as described in the graduate student handbooks. The most current version of these policies and
procedures can be found here: http://catalog.northeastern.edu/graduate/health-sciences/academic-policies-
procedures/
Academic Integrity
•
The Department adheres to the University policies and procedures related to academic integrity as
outlined in the University and Bouvé College Student Handbooks
•
The PT Faculty recognize that students are professional, ethical and demonstrate academic integrity
in their commitment to learning. This means that each student creates their own work independently,
or with collaborations with classmates and others as allowed. All materials or ideas that are taken
from the work of others will be appropriately acknowledged and cited. Furthermore, students must
not provide or take information from others during examinations.
•
It is the student’s responsibility to understand the definitions of plagiarism, cheating, fabrication,
falsification and unauthorized collaboration, which can be found in the Northeastern University
Student Handbook. The student can also refer to this document to familiarize themselves with the
university policy and information about disciplinary action in cases of academic dishonesty:
http://www.northeastern.edu/osccr/academic-integrity-policy/
•
Refer to the Honor Code Agreement in the Appendix.
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Title IX Policy
Title IX of the Education Amendments of 1972 protects individuals from sex or gender-based
discrimination, including discrimination based on gender identity, in educational programs and
activities that receive federal financial assistance.
Northeastern’s Title IX Policy prohibits Prohibited Offenses, which are defined as sexual harassment, sexual
assault, relationship or domestic violence, and stalking. The Title IX Policy applies to the entire community,
including male, female, transgender students, faculty and staff.
Faculty members are considered “responsible employees” at Northeastern University, meaning they are
required to report all allegations of sex or gender-based discrimination to the Title IX Coordinator. In case of
an emergency, please call 911.
If you or someone you know has been a survivor of a Prohibited Offense, confidential support and guidance
can be found through University Health and Counseling Services staff (http://www.northeastern.edu/uhcs)
and the Center for Spiritual Dialogue and Service clergy members
(http://www.northeastern.edu/spirituallife/). By law, those employees are not required to report allegations of
sex or gender-based discrimination to the University.
Alleged violations can be reported non-confidentially to the Title IX Coordinator within The Office
for Gender Equity and Compliance at: titleix@northeastern.edu and/or through NUPD (Emergency
617.373.3333; Non-Emergency 617.373.2121). Reporting Prohibited Offenses to NUPD does NOT
commit the victim/affected party to future legal action.
Detailed information is available regarding the Policy on Rights & Responsibilities Under
Title IX here.
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Student Support
Student Wellness
As health professionals (or leaders, researchers, etc.) we do our best to maintain a healthy, balanced life.
As a student however, you may experience a range of challenges including significant stress, difficult life
events, mood changes, excessive worry, or problems with eating and/or sleeping. These can diminish
your academic performance and/or reduce your ability to participate in daily activities. If you or anyone
you know is struggling, we strongly encourage you to seek support. Northeastern University provides
several services and resources to support the overall wellness of students
University Health and Counseling Services
Find at Northeastern
We Care
In emergency situations please contact Northeastern University Police Department at 617-373-3333
Accommodations for Students with Disabilities
Students who have previously had assistance or who have questions regarding how to move forward in
obtaining assistance at Northeastern University should contact the Disability Resource Center (DRC).
The Bouvé College strives to meet the needs of diverse learners. Students who wish to be evaluated for
disabilities should contact the DRC via the following contact information: Location: 20 Dodge Hall.
Phone: (617) 373-2675. TTY: Contact DRC via Relay 711. Fax: (617) 373-7800. (Regular Hours.
Monday–Thursday 8:00am–6:00pm For meetings after 6:00pm, please contact the office in advance). The
DRC can provide learners with information and other assistance to help manage any challenges that may
affect their performance in the coursework. The University requires that learners provide documentation
of their disability to the DRC. Learners should meet with the course instructor for special
accommodations to be arranged.
Northeastern University abides by Section 504 of the Rehabilitation Act of 1973, which stipulates that no
learner shall be denied the benefits of an education "solely by reason of a handicap." Disabilities covered
by law include but are not limited to, learning disabilities and hearing, sight or mobility impairments.
Additional information about this service is available online at:
http://www.northeastern.edu/drc/.
Religious Observances
Any student who is unable, because of his/her religious beliefs, to attend classes or to participate in any
examination, study, or work requirement shall be provided with an opportunity to make up such examination,
study, or work requirement that they may have
miss
ed beca
us
e of
s
uch a
bs
ence on any particular day
provided.
How
ever, make
‐
up examination or
work s
hall not create an unreasonable burden upon the school.
We welcome the opportunity to support your religious practices and students should make appropriate
arrangements with the instructor in advance of the absence to create a plan for missed work.
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Matriculation Requirements
Each student is admitted into a class that will progress as a cohort through the PB-DPT curriculum.
Satisfactory completion of all courses in each semester, based on the academic standards listed below, must be
achieved in order for the student to progress to subsequent semesters within the curriculum. A copy of the PB-
DPT curriculum is available in the appendix of this Handbook.
Directed Study Courses
A student may not repeat or remediate a failed class through a directed study. Students who do not
satisfactorily complete a course in-program are required to repeat the same professional course the next
time the course is offered. Directed studies cannot replace a professional course or professional lab course.
A student may enroll in a directed study only for purposes of furthering their learning on a specific content
area, or as additional supplemental instruction as deemed appropriate by the faculty member and the
Department of Physical Therapy, Movement and Rehabilitation Sciences’ chairperson.
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Grades
Minimum GPA Policy:
•
Students must maintain a cumulative GPA of 3.00 or greater throughout their tenure in the PT program.
“C” Grade Policy:
•
A grade of C (72.500-76.499) or better constitutes successful completion for each course of the PT curriculum. The
grade of “C” or better is required for continued progression in the physical therapy program.
Failure to adhere to either or both of the above required policies will result in an academic decision being rendered such as
academic probation or dismissal from the program, pending the circumstances, conditions and decision of the departments AAC
should the student appeal the decision.
Grade Summary Table at the Graduate Level:
The PB-DPT program adheres to the policy of Bouvé College & is as follows:
•
Grading policies are the same as given in the general university undergraduate handbook.
•
As a rule, grades are assigned and/or changed only by the course instructor.
•
Student academic performance in the BCHS is graded according to the following criteria:
A
(4.000)
95.500-100
Outstanding achievement
A-
(3.667)
89.500-92.499
.
B +
(3.333)
86.500-89.499
B
(3.000)
82.500-86.499
Good achievement
B-
(2.667)
79.500-82.499
C +
(2.333)
76.500-79.499
C
(2.000)
72.500-76.499
Satisfactory achievement
C-
(1.667)
69.500-72.499
Unsatisfactory achievement
F
(0)
69.499 & lower
Failure
I
Incomplete
Coursework was not completed
before the end of the semester.*
IP
In Progress
Used for student coursework that extends beyond
the grading period but will be completed before the end
of the next semester. Completion contract not needed.
L
Audit
Course was taken for no credit.
S
Satisfactory
Pass/Fail basis (counts toward total degree requirements)
U
Unsatisfactory
Pass/Fail basis
W
Withdrawal
Course withdrawal
*The IP grade is intended for courses that extend over several terms. The time restrictions on the
incomplete grade do not apply to the IP grade. While the IP grade is left unchanged, it is not included
in computing the grade-point average. If the IP grade is never changed, the course does not count
toward graduation requirements.
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Requirements
Cooperative Education Requirements (co-op)
• Prior to orientation students will be randomly assigned to either Division A (working in a cooperative education position
from January-June) or Division B (working in a cooperative education position from July-December).
o If a student has a major life event or extenuating circumstance that impacts their ability to work full-time
during the assigned dates, they can appeal to the Academic Affairs Committee to change divisions and
alter their assigned curricular path.
• Once assigned to a Division, students will follow the assigned curricular path until they have completed the program.
If a student is unsuccessful in a class prior to their cooperative education experience, they will need to drop back into
another cohort in order to successfully complete that course the following year. Students who drop back a year may be
reassigned to a different division the following year at the discretion of Faculty and their Academic Advisor.
• The cooperative education experience must be completed in a physical therapy or physical therapy related setting under
the supervision of a US licensed physical therapist. During the experience, online discussion is a required and an
integral component to promote reflection and application of didactic material.
o If students would like to appeal to do something different with their co-op (ie: Research or Global Co-op)
they can appeal to the department’s Academic Affairs Committee. The committee will consider factors such
as amount of previous patient care experience, ability to complete the discussion board, amount of prior work
experience, GPA, as well as the student’s career goals.
• Students must receive a Successful grade for PT Coop Work Experience, PT6964, to progress in the curriculum. If
students do not receive a Successful grade, they will drop back into another cohort in order to successfully complete that
experience the following year. Students have an option to appeal to the Academic Affairs committee, should they
choose. Please refer to the Department Progression Policy.
Integrated Clinical Experience Requirements
• As a part of cooperative education experiences, students will be completing an Integrated Clinical Experience (ICE).
This experience will provide clinical experience integrated within the didactic portion of the DPT curriculum. Students
will observe and/or participate in patient interview, examination, evaluation, intervention, communication and
documentation skills previously learned in the classroom and cooperative educational experiences. Students will have
the opportunity to increase their exposure and familiarity in a clinical setting and develop emerging competency in
physical therapy skills. Students will demonstrate personal and professional growth and be able to identify learning
needs for success on their future first full-time clinical experience.
• Students will participate in on-site clinical experiences under the supervision of a licensed Physical Therapist. Students
will participate in a discussion board with their classmates and a DPT Core Faculty member.
• Clinical instructors (CIs) will assess competency for each of the learning objectives. To be Successful at the end of their
ICE, learners must attain a rating of at least “emerging” in each area on the Integrated Clinical Experience Assessment
Tool that demonstrates their emerging skills as appropriate for their level in the DPT program.
Program Progression
• In order to progress in the curriculum, all students must be successful in both their Integrated Clinical Education
experience and their Cooperative Education Experience (PT Coop Work Experience, PT6964).
• If students are not successful in either aspect of this experience (ICE and/or Co-op), they will drop back into another
cohort in order to successfully complete that experience the following year. Students have an option to appeal to the
Academic Affairs committee, should they choose. Please refer to the Department Progression Policy.
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Full Time Clinical Education Requirements
• All courses will be successfully completed prior to the beginning of Clinical Education
• A grade of “S” constitutes satisfactory completion in all Clinical Education courses
• Students must adhere to the clinical education policies & procedures detailed and available in the “Clinical Education
Student Manual of the Physical Therapy Department” which will be provided for all PY 3 students enrolled inPT5226–
PT Professional Seminar II.
Degree Requirements
• Only on students who have successfully completed all didactic, clinical education and co-operative education
requirements of the PB-DPT curriculum, or its equivalent will be conferred The Doctor of Physical Therapy degree.
Licensure Requirements
• Students who have successfully completed all requirements for the Doctor of Physical Therapy degree are eligible to
apply to sit for the Federation of State Boards of Physical Therapy (FSBPT) Licensure Examination.
• Students should contact the Board of Registration for Physical Therapy for the state in which they wish to be
licensed and request the appropriate application materials needed upon completion of the program. More information
about specific state licensure requirements can be found here: https://www.fsbpt.org/free-resources/licensing-
authorities-contact-information
Academic Dismissal from Major
Students in the DPT program will be dismissed from their major for any of the following:
• Failure to earn a grade of C or better in a total of three professional courses, regardless of
remediation. Within the Physical Therapy program, each specific professional course (with separate
registration number) will be counted as a separate failure even if content is related. This is regardless
of the student having successfully met the terms of the probationary contracts outlined for the first
two course failures.
• Failure to remediate a prior deficiency outlined within the probation contract within the agreed-upon
time frame.
• Failure to earn the minimum required grade (C) in the same course twice.
• Students must maintain an overall GPA of 3.00 or higher during the Doctor of Physical Therapy
curriculum. Students will be dismissed if they are not eligible for a probationary status.
• Physical therapy students will be permitted only two (2) changes in year of Doctor of Physical
Therapy graduation. Any additional changes to year of graduation will result in the student being
dismissed from the program.
• In order to promote professional skills in the classroom, local and global communities and clinical
settings, the Physical Therapy Program requires the demonstration of professional behaviors in
accordance with the professional behaviors policy provided in the handbook (refer to previous link).
Breach of adherence to these standards may result in dismissal from the program.
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Professional Skills Procedures
In order to promote professional skills in the classroom, local and global communities and clinical
settings, the Physical Therapy Program requires the demonstration of professional behaviors in
accordance with the professional behaviors policy. The purpose of professional behavior procedures is to
help remediate students who have been identified as having professional behavior issues in an academic,
cooperative or clinical education setting. Professional skills standards are outlined in the appendix of this
student handbook and may include but are not limited to the Professional Behaviors Guidelines, Dress
Code Guidelines, APTA Code of Ethics for the Physical Therapist and/or the APTA Guide for
Professional Conduct.
1. Any faculty member who has a concern about a student’s professional behavior will arrange to meet with the
student to discuss the issue. If the faculty member has met with the student and there is satisfactory resolution of
the unprofessional conduct, only a form for tracking purposes is needed.
2. The tracking form shall be kept on record in order to track these students while they are in the program
3. A request for committee reviews as indicated on the tracking form must occur under the following conditions:
a. A faculty member has attempted to correct the behavior and it has not been corrected after meeting
with the student and taking initial steps to improve the identified professional behavior issues.
b. The incident is egregious (i.e. yelling at a faculty member).
c. A second breach of professional standards has occurred.
4. Full Review Process:
a. The Chairperson of the PTMRS AAC will send a letter to students about whom concerns have been
raised and instruct each student to complete a Self-Assessment of Professional Behaviors. A meeting
date will be set to discuss the concern. If the Committee finds there is sufficient evidence to support a
violation of the professional standards previously defined, one will be noted in the student’s record.
b. The AAC will develop an appropriate remediation plan in collaboration with the student and
appropriate faculty.
c. Depending on the situation, students may have the opportunity to improve professional behaviors.
d. Any of the following may result in a dismissal from the program:
i. A third breach of professional standards
ii. A second offense of the same professional standard
iii. An egregious breach of a professional standard as outlined in the student manual and/or
behaviors that may include but are not limited to violation of the APTA Code of Ethics for the
Physical Therapist and/or the APTA Guide for Professional Conduct
5. If a student believes they have been erroneously, capriciously or otherwise unfairly treated in the process or
decision, they may appeal decisions made by the PTMRS AAC to the chair of PTMRS.
6. If the student has been suspected of cheating or in any way violating the Academic Code of Conduct, the faculty
member should complete the tracking form, as well as follow the steps outlined by the Office of Student Conduct
& Conflict Resolution (OSCCR).
7. Any concern regarding student’s professional behavior will be brought to the attention of the faculty as
appropriate at the faculty meeting.
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Appeals Process
Students may request, through their Bouvé academic advisor, an appeal to the chairperson of the
Department’s Academic Affairs Committee to meet with the committee for an exception to the Academic
Progression and Probation Policy of the Doctor of Physical Therapy (DPT) Program (Appendix pg. 13) due
to extenuating or capricious circumstances as provided in the student’s respective handbook. Please
reference the Bouvé Graduate Handbook for the procedure.
Other Complaints
Individuals who have a legitimate relationship to the program, including prospective and enrolled students,
clinical education sites, employers of graduates, or the general public, may file a complaint about the
program that is not subject to other university policies with the chairperson of the Department’s Academic
Affairs committee. The chairperson will also handle complaints filed through the University President’s
office, Dean’s office, Office of Student Services and/or through clinical education faculty.
The chairperson will address all complaints, investigate the concern, propose a resolution and inform all
parties involved. If the complaint is not resolved with the chairperson, the complaint may be sent to the
Dean of Bouvé College. A record of all complaints and any and all actions taken, if applicable, will be held
on file in the Physical Therapy Department.
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~APPENDIX~
NOTE: The most current versions of all petitions in the following pages may be found online at
the Registrar’s or Bouvé College websites.
The Northeastern University 2022-23 Graduate Catalog is available online at
http://catalog.northeastern.edu/graduate/
A bound, printed copy of the current Northeastern University Graduate Catalog may be
purchased from NU Reprographics. Please email nucopycenter@neu.edu for details.
Note: This catalog does not contain course descriptions.
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Section 1: General Information
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Northeastern University Honor Code
On my honor, I pledge to uphold the values of honesty, integrity, and respect that are expected of me as a
Northeastern student.
Bouvé College of Health Sciences Academic and Professional Conduct: In accordance with the expectations for
student behavior outlined in the Code of Student Conduct, the Bouvé College of Health Sciences expects all
students to be responsible individuals with high standards of academic integrity. The College will not condone
academic dishonesty in any form, nor will it tolerate violations of research or professional ethics within the
academic community.
Physical Therapy, Movement, & Rehabilitation Sciences (PTMRS): Basic Assumptions and Expectations for On-
Line Learning and Assessments among DPT students: Your faculty will make a basic assumption about your on-line
learning and assessments. We believe that you are all adult learners, with great motivation to model the
professionalism expected of future leaders in healthcare who uphold the ethical standards of the American
Physical Therapy Association (APTA).
Please initial each below:
___ Obligation to Uphold Academic Integrity: I will adhere to the Northeastern University Honor
Code that applies to all aspects of the university including remote and online learning.
___ Engagement: I will remain actively engaged in all formats including remote/online learning
___ Cheating: I will complete all assessments (e.g., tests, quizzes, etc.) independently unless
specifically instructed by my faculty otherwise without referring to any notes, class handouts,
textbooks, other electronic devices or on-line resources
___ Unauthorized Collaboration: I will complete all work on an individual basis without assistance
from peers in order to accurately reflect the knowledge and judgement needed for safe clinical
practice and to be successful on the PT licensure examination.
___ Participation in Academic Dishonest Activities: I will not take or share course content including
but not limited to taking pictures/screen shots/video of the screen, writing anything down or
recreating any academic, instructional or assessment materials. , without specific permission of the
instructor.
If a faculty member has identified that you have violated the academic integrity policy in any way, a referral will be
made to the Office of Student Conduct, Conflict and Resolution (OSCCR) and to the PTMRS Department Academic
Affairs Committee (AAC).
Please visit the link below for full details on the University Academic Integrity Policy:
http://www.northeastern.edu/osccr/academic-integrity-policy/
I attest that I have read the above department and university policies and agree to adhere to these policies
through my tenure as a student. Please Sign and Date below.
_____________________________________________________________________________________
(Name printed)
_____________________________________________________________________________________
(Name signed)
__________________________
(Date)
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General Information
Technology
Northeastern University has two important online services that you will use as a student.
• MyNortheastern can be accessed from https://my.northeastern.edu
MyNortheastern provides Internet and Intranet services including e-mail, personal calendars, event
calendars, groups, etc. Your MyNEU e-mail account is the official communication tool between you
and the University. It is your responsibility to check your e-mail for information from your program
and from the university. Your LOGIN is your NEU username (LastName.FirstNameInitial for example:
Smith. J). You can look up your username from the MyNortheastern homepage.
Any questions? Please visit the Info Commons in Snell Library, e-mail
help@northeastern.edu or phone 617-373- 4357(HELP).
INTRODUCING CANVAS
All courses will be in Canvas Learning Management System [LMS]:
http://canvas.northeastern.edu
For complete information, tutorials, system requirements, and help for these services as well as other
technology related services, please click use this link http://www.northeastern.edu/infoservices/.
Evaluation of Courses, Instructors, and Program
Students evaluate all instructors and courses via the Teacher Rating and Course Evaluation TRACE.
The purpose of the evaluation is to provide constructive feedback to an instructor in areas in which a
person does particularly well or in areas in which improvement is possible. These evaluations are used
as part of an instructor's annual performance appraisal and/or the University's reappointment,
promotion, and tenure process.
At the completion of the program, students will be asked to complete a Comprehensive Program
Survey, which evaluates all aspects of the DPT program.
Financial Aid
Students who need information concerning grants, loans, and scholarships should consult the Financial
Aid Office. All correspondence should be sent to:
Student Financial Services
354 Richards Hall
Graduate Phone: 617.373.5899
Fax: 617.373.8735
E-mail: sfs@northeastern.edu
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ESSENTIAL FUNCTIONS FOR NORTHEASTERN UNIVERSITY PHYSICAL THERAPY STUDENTS
The Doctoral Program in Physical Therapy (DPT) at Northeastern University is a challenging and intense
program, which places specific demands on a student enrolled in the program. The academic rigor of the program
closely corresponds to intellectual and physical demands that a graduate will encounter as a practicing physical
therapist.
Northeastern’s DPT program is designed to prepare students to enter the physical therapy profession as
a generalist with the skills, knowledge, and ability to successfully perform all the required functions of an
entry-level physical therapist.
Essential functions are the aptitudes and abilities required of physical therapist students to successfully
complete the curriculum of the DPT program, and to perform the clinical skills of a physical therapist consistent
with Patient/Client Management as detailed in the Guide to Physical Therapy Practice.
The purpose of this document is to delineate the essential functions that are fundamental to the DPT
program. Upon admission, students must be able to perform each of the essential functions outlined below
during classroom, laboratory, and experiential education learning activities [including but not limited to:
participation in one-on-one interactions, small group discussion and presentation, large group lectures, service
learning, and patient encounters] in both academic, community, and clinical settings.
Students are also required to demonstrate good judgment, responsibility, integrity, sensitivity,
and compassion, while simultaneously being able to accurately synthesize and apply knowledge in a
timely and safe manner.
Students are required to perform the following essential functions of the DPT program:
Communication Functions
1. Read, understand, and communicate information in written and spoken formats using the English language.
2. Interpret and respond to the verbal, non-verbal, and written communications of others in an appropriate,
professional manner.
Affective Functions
1. Establish, value, and continue to develop professional, respectful, empathetic relationships with individuals
from all lifestyles, cultures, ages, socioeconomic backgrounds, and abilities.
2. Develop, value, and maintain effective working relationships with faculty, students, professional colleagues,
peers, patients/clients, families, and the general public.
3. Meet externally imposed deadlines and time requirements.
4. React effectively in challenging situations with use of appropriate resources.
5. Demonstrate an ability to function effectively in complex, highly stimulating environments.
6. Demonstrate responsibility for self-directed assessment, reflection, and professional growth.
7. Demonstrate core values of honesty, integrity, and accountability for the consequences of one’s own actions.
8. Demonstrate ethical behavior, proper judgement, and decision making skills.
Psychomotor Functions
1. Possess physical strength, stamina, balance, movement, hand-eye coordination, and dexterity required to
perform patient care tasks in a manner that does not compromise the safety of self or others.
2. Perform intermittent physical activity of the whole body throughout an eight to twelve-hour period.
3. Engage in complex, coordinated movements needed during a variety of activities including skills lab practice;
manual techniques, patient examination, intervention, and guarding.
4. Utilize auditory, visual, and tactile senses to receive information from written, spoken, and non-verbal
communication mechanisms; observation of human structures; postures and movements; and equipment and
or technology.
5. Quickly and appropriately react to sudden or unexpected events or movements of others.
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Professional Behaviors
Guidelines
Beginning:
Intermediate:
Advanced Intermediate:
Entry Level:
Communication
□
Demonstrates understanding of
the English language both verbal
and written
□
Recognizes impact of verbal and
non-verbal communication in
self and others
□
Utilizes electronic
communication and social media
appropriately
□
Effectively articulates ideas
□
Maintains two-way
communication without
defensiveness
□
Demonstrates active listening
skills
□
Utilizes and modifies all
forms of communication to
meet the needs of different
audiences
□
Restates, reflects and
clarifies message(s)
□
Communicates
collaboratively in an
effective manner
□
Collects necessary
information from all pertinent
individuals
□
Utilizes communication
technology effectively and
efficiently
□
Presents persuasive and
explanatory communication
with logical organization and
sequencing
□
Demonstrates the ability
to maintain appropriate
control of the
communication exchange
with individuals and
groups
□
Maintains open and
constructive
communication
□
Mediates conflict
Problem Solving
□
Recognizes problems and states
them clearly
□
Identifies resources (including
technology) needed to develop
solutions
□
Identifies possible solutions and
probable outcomes
□
Recognizes holes in
knowledge base and raises
relevant questions
□
Prioritizes problems
□
Identifies contributors
to problems
□
Consults with others to
clarify problems and
seek appropriate input
or guidance
□
Prioritizes resources
(analysis and critique of
resources)
□
Considers consequences
of possible solutions
□
Accepts responsibility for
implementing solutions
□
Evaluates outcomes
□
Identifies appropriate
strategies and determines
effectiveness of applied
solutions efficiently
□
Justifies solutions selected
□
Independently
locates, prioritizes
and uses resources to
solve problems
□
Implements solutions
□
Modifies solutions
based on the outcome
□
Infers applicability of
solutions across
populations
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Beginnin
g:
Intermediate:
Advanced Intermediate:
Entry Level:
Interpersonal
skills
□
Maintains professional
demeanor in all interactions
□
Demonstrates interest
in individuals
□
Communicates with others in
a respectful and confident
manner
□
Maintains confidentiality in
all interactions
□
Establishes trust
□
Seeks to gain input and
respects the role of others
□
Respects differences in
personality, lifestyle and
learning styles during
interactions with all persons
□
Recognizes the emotions and
bias that one brings to all
professional interactions
□
Reflects back to original
concern to determine course
of action
□
Demonstrates ability to build
partnerships
□
Modifies own behaviors
based on emotional responses
during interactions.
□
Responds effectively to
unexpected situations
□
Applies conflict
management strategies
when dealing with
challenging interactions
Responsibility
□
Demonstrates punctuality
□
Assumes responsibility
for actions
□
Follows through
on commitments
□
Abides by all policies of
academic program and
clinical facility
□
Completes projects without
prompting
□
Performs accurate self-
assessment
□
Demonstrates accountability
for all decisions and
behaviors in academic and
clinical settings
□
Exhibits openness to
contradictory ideas
□ Delegates tasks as needed
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Beginning:
Intermediate:
Advanced Intermediate:
Entry Level:
Professionalism
□
Abides by all aspects of
the academic program
honor code and the
APTA Code of Ethics
□
Demonstrates awareness
of state licensure
regulations Projects
professional image
□
Demonstrates
cultural/generational
awareness, ethical
values, respect, and
continuous regard for all
classmates, academic and
clinical faculty/staff,
patients, families, and
other healthcare
providers
□
Identifies positive
professional role
models
□
Acts on moral
commitment during
all academic and
clinical activities
□
Identifies when the
input of classmates,
co-workers and other
healthcare
professionals will
result in optimal
outcome and acts
accordingly to attain
such input and share
decision making
□
Utilizes evidence to
guide clinical
decision making
and the provision
of patient care,
following
guidelines for best
practices
□
Demonstrates understanding
of scope of practice as
evidenced by treatment of
patients within scope of
practice, referring to other
healthcare professionals as
necessary
□
Seeks excellence in
professional practice by
participation in professional
organizations and attendance
at sessions or participation in
activities that further
education/professional
development Discusses role
of physical therapy within the
healthcare system and in
population health
□
Demonstrates leadership
in collaboration with both
individuals and groups
Use of
Constructive
Feedback
Actively seeks feedback
from appropriate sources
Demonstrates receptive
Responds effectively to
and incorporates
constructive feedback
□
Uses multiple
approaches
when
responding to
feedback
□
Reconciles
differences
with
sensitivity
.
Engages in non-judgmental,
constructive problem-solving
discussions
behavior and positive attitude
into behaviors
Acts as conduit for feedback between
toward feedback
Utilizes feedback when
multiple sources
Provides constructive and
timely feedback in a respectful
and positive manner to others
establishing professional
and patient related goals
Seeks feedback from a variety of
sources
Utilizes feedback when analyzing
and updating professional goals
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Beginning:
Intermediate:
Advanced
Intermediate:
Entry Level:
Time
Management
□
Comes prepared for the day’s
activities & responsibilities
□
Verbalizes expectations and
identifies barriers to meeting
expectations
□
Manages time and resources to
meet expectations
□
Recognizes own resource
contributions
□
Shares knowledge and
collaborates with peers
□
Discusses and implements
strategies for meeting
expectations
□
Self-identifies and initiates
learning opportunities
during unscheduled time
□
Identifies need for and
seeks assistance from
appropriate sources
□
Adjusts plans, schedule
etc. as needs and
circumstances dictate
□
Collaborates with members of the team
to maximize the impact of treatment
available
□
Has the ability to set boundaries,
negotiate, compromise, and set
realistic expectations
Commitment to
learning
□
Prioritizes information needs
□
Analyzes and subdivides large
questions into components
□
Identifies own learning needs
based on previous experiences
□
Welcomes and/or seeks new
learning opportunities
□
Seeks out professional literature
□
Researches and studies
areas where own
knowledge base is
lacking in order to
augment learning and
practice
□
Applies new information
and re-evaluates
performance
□
Accepts that there may be
more than one answer to
a problem
□
Formulates and re-
evaluates position
based on available
evidence
□
Modifies programs
and treatments based
on newly-learned
skills and
considerations
□
Reads articles
critically and
understands limits of
application to
professional practice
□
Demonstrates confidence in sharing
new knowledge with all staff levels
□
Respectfully questions conventional
wisdom
□
Consults with other health
professionals and physical therapists
for treatment ideas
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Dress Code Guidelines
DPT students are expected to dress in a professional manner when representing Northeastern University’s
Department of Physical Therapy, Movement and Rehabilitation Sciences. This is to include cooperative
education experiences, clinical placements, and professional meetings held outside of NEU as well as in the
classroom when there are guest lecturers or patients present. Your personal appearance can influence patient
trust and expectations regarding quality of care and is the first representation of our profession to the outside
world.
Labs:
• Appropriate lab attire as described in your syllabus should be worn at all times.
• Lab coats and appropriate clinical attire should be worn for lab practical exams and when requested by
your course instructors.
Clinical Faculty/Guest Lecturers/Visitors
• Northeastern University nametags should be worn at all times.
• Students should dress in a neat professional manner and students should determine the facility specific
dress code prior to the first day of co-op or clinical. If unsure, a polo or button down shirt and pants
would be appropriate.
• Students are asked to refrain from the use of colognes or scented cosmetics, as patients may be
sensitive to fragrances.
• White coats should be worn if appropriate for the clinical setting or visitors
• Dress should be appropriate for consideration of infection control and patient safety
o Hair neat, clean and pulled back so hair does not come in contact with patients.
o Nails should be clean and well groomed (not more than ¼ beyond the fingertip).
o Jewelry which might interfere with patient safety or effectiveness is prohibited.
• No jeans, shorts or yoga pants should be worn.
• No revealing clothing or clothing with inappropriate language or pictures should be worn.
• Appropriate footwear would include clean shoes with a closed toe, no heels. Tennis shoes are acceptable
in some clinics.
• No hats.
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Code of Ethics for the
Physical Therapist
HOD S06-20-28-25 [Amended HOD S06-19-47-67; HOD S06-09-07-12; HOD S06-00-12-23;
HOD 06-91-05-05; HOD 06-87-11-17; HOD 06-81-06-18; HOD 06-78-06-08; HOD 06-78-06-
07; HOD 06-77-18-30; HOD 06-77-17-27; Initial HOD 06-73-13-24] [Standard]
Preamble
The Code of Ethics for the Physical Therapist (Code of Ethics) delineates the ethical obligations of all physical therapists as
determined by the House of Delegates of the American Physical Therapy Association (APTA).
The purposes of this Code of Ethics are to:
1. Define the ethical principles that form the foundation of physical therapist practice in patient and client management,
consultation, education, research, and administration.
2. Provide standards of behavior and performance that form the basis of professional accountability to the public.
3. Provide guidance for physical therapists facing ethical challenges, regardless of their professional roles and
responsibilities.
4. Educate physical therapists, students, other health care professionals, regulators, and the public regarding the core
values, ethical principles, and standards that guide the professional conduct of the physical therapist.
5. Establish the standards by which the American Physical Therapy Association can determine if a physical therapist has
engaged in unethical conduct.
No code of ethics is exhaustive nor can it address every situation. Physical therapists are encouraged to seek additional adv ice
or consultation in instances where the guidance of the Code of Ethics may not be definitive. The APTA Guide for Professional
Conduct and Core Values for the Physical Therapist and Physical Therapist Assistant provide additional guidance.
This Code of Ethics describes the desired behavior of physical therapists in their multiple roles (eg, management of patients and
clients, consultation, education, research, and administration), addresses multiple aspects of ethical action (individual,
organizational, and societal), and reflects the core values of the physical therapist (accountability, altruism, collaboration,
compassion and caring, duty, excellence, integrity, and social responsibility). Throughout the document the primary core values
that support specific principles are indicated in parentheses. Unless a specific role is indicated in the principle, the duties and
obligations being delineated pertain to the five roles of the physical therapist. Fundamental to the Code of Ethics is the sp ecial
obligation of physical therapists to empower, educate, and enable those with impairments, activity limitations, participation
restrictions, and disabilities to facilitate greater independence, health, wellness, and enhanced quality of life.
Principles
Principle #1: Physical therapists shall respect the inherent dignity and rights of all individuals.
(Core Values: Compassion and Caring, Integrity)
1A. Physical therapists shall act in a respectful manner toward each person regardless of age, gender, race, nationality,
religion, ethnicity, social or economic status, sexual orientation, health condition, or disability.
1B. Physical therapists shall recognize their personal biases and shall not discriminate against others in physical therapist
practice, consultation, education, research, and administration.
Principle #2: Physical therapists shall be trustworthy and compassionate in addressing the rights and needs of
patients and clients.
(Core Values: Altruism, Collaboration, Compassion and Caring, Duty)
2A. Physical therapists shall adhere to the core values of the profession and shall act in the best interests of patients and clients
over the interests of the physical therapist.
©2020 American Physical Therapy Association. All rights reserved.
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2B. Physical therapists shall provide physical therapist services with compassionate and caring behaviors that incorporate t he
individual and cultural differences of patients and clients.
2C. Physical therapists shall provide the information necessary to allow patients or their surrogates to make informed decisions
about physical therapist care or participation in clinical research.
2D. Physical therapists shall collaborate with patients and clients to empower them in decisions about their health care.
2E. Physical therapists shall protect confidential patient and client information and may disclose confidential information to
appropriate authorities only when allowed or as required by law.
Principle #3: Physical therapists shall be accountable for making sound professional judgments.
(Core Values: Collaboration, Duty, Excellence, Integrity)
3A. Physical therapists shall demonstrate independent and objective professional judgment in the patient’s or client’s best
interest in all practice settings.
3B. Physical therapists shall demonstrate professional judgment informed by professional standards, evidence (including current
literature and established best practice), practitioner experience, and patient and client values.
3C. Physical therapists shall make judgments within their scope of practice and level of expertise and shall communicate with,
collaborate with, or refer to peers or other health care professionals when necessary. 3D. Physical therapists shall not engage in
conflicts of interest that interfere with professional judgment.
3E. Physical therapists shall provide appropriate direction of and communication with physical therapist assistants and supp ort
personnel.
Principle #4: Physical therapists shall demonstrate integrity in their relationships with patients and clients, families,
colleagues, students, research participants, other health care providers, employers, payers, and the public.
(Core Value: Integrity)
4A. Physical therapists shall provide truthful, accurate, and relevant information and shall not make misleading representations.
4B. Physical therapists shall not exploit persons over whom they have supervisory, evaluative or other authority (eg,
patients/clients, students, supervisees, research participants, or employees).
4C. Physical therapists shall not engage in any sexual relationship with any of their patients and clients, supervisees, or
students.
4D. Physical therapists shall not harass anyone verbally, physically, emotionally, or sexually.
4E. Physical therapists shall discourage misconduct by physical therapists, physical therapist assistants, and other health care
professionals and, when appropriate, report illegal or unethical acts, including verbal, physical, emotional, or sexual
harassment, to an appropriate authority with jurisdiction over the conduct.
4F. Physical therapists shall report suspected cases of abuse involving children or vulnerable adults to the appropriate
authority, subject to law.
Principle #5: Physical therapists shall fulfill their legal and professional obligations.
(Core Values: Accountability, Duty, Social Responsibility)
5A. Physical therapists shall comply with applicable local, state, and federal laws and regulations.
5B. Physical therapists shall have primary responsibility for supervision of physical therapist assistants and support personnel.
5C. Physical therapists involved in research shall abide by accepted standards governing protection of research participants.
5D. Physical therapists shall encourage colleagues with physical, psychological, or substance-related impairments that may
adversely impact their professional responsibilities to seek assistance or counsel.
5E. Physical therapists who have knowledge that a colleague is unable to perform their professional responsibilities with
reasonable skill and safety shall report this information to the appropriate authority.
5F. Physical therapists shall provide notice and information about alternatives for obtaining care in the event the physical
therapist terminates the provider relationship while the patient or client continues to need physical therapist services.
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American Physical Therapy Association / 2
Principle #6: Physical therapists shall enhance their expertise through the lifelong acquisition and refinement of
knowledge, skills, abilities, and professional behaviors.
(Core Value: Excellence)
6A. Physical therapists shall achieve and maintain professional competence.
6B. Physical therapists shall take responsibility for their professional development based on critical selfassessment and
reflection on changes in physical therapist practice, education, health care delivery, and technology.
6C. Physical therapists shall evaluate the strength of evidence and applicability of content presented during professional
development activities before integrating the content or techniques into practice.
6D. Physical therapists shall cultivate practice environments that support professional development, lifelong learning, and
excellence.
Principle #7: Physical therapists shall promote organizational behaviors and business practices that benefit patients
and clients and society.
(Core Values: Integrity, Accountability)
7A. Physical therapists shall promote practice environments that support autonomous and accountable professional judgments.
7B. Physical therapists shall seek remuneration as is deserved and reasonable for physical therapist services.
7C. Physical therapists shall not accept gifts or other considerations that influence or give an appearance of influencing their
professional judgment.
7D. Physical therapists shall fully disclose any financial interest they have in products or services that they recommend to
patients and clients.
7E. Physical therapists shall be aware of charges and shall ensure that documentation and coding for physical therapist
services accurately reflect the nature and extent of the services provided.
7F. Physical therapists shall refrain from employment arrangements, or other arrangements, that prevent physical therapists
from fulfilling professional obligations to patients and clients.
Principle #8: Physical therapists shall participate in efforts to meet the health needs of people locally, nationally, or
globally.
(Core Value: Social Responsibility)
8A. Physical therapists shall provide pro bono physical therapist services or support organizations that meet the health needs of
people who are economically disadvantaged, uninsured, and underinsured.
8B. Physical therapists shall advocate to reduce health disparities and health care inequities, improve access to health care
services, and address the health, wellness, and preventive health care needs of people.
8C. Physical therapists shall be responsible stewards of health care resources and shall avoid overutilization or under- utilization
of physical therapist services.
8D. Physical therapists shall educate members of the public about the benefits of physical therapy and the unique role of the
physical therapist.
Explanation of Reference Numbers:
HOD P00‐00‐00‐00 stands for House of Delegates/month/year/page/vote in the House of Delegates minutes; the "P" indicates
that it is a position (see below). For example, HOD P06‐17‐05‐04 means that this position can be found in the June 2017 House
of Delegates minutes on Page 5 and that it was Vote 4.
P: Position | S: Standard | G: Guideline | Y: Policy | R: Procedure
Last Updated: 8/12/2020
Contact: nationalgovernance@apta.org
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Core Values for the Physical
Therapist and Physical
Therapist Assistant
HOD P09-21-21-09 [Amended: HOD P06-19-48-55; HOD P06-18-25-33; Initial HOD P0507-19-19]
[Previously Titled: Core Values: for the Physical Therapist] [Position]
The core values guide the behaviors of physical therapists and physical therapist assistants to provide the hig hest quality of
physical therapist services. These values imbue the scope of physical therapist and physical therapist assistant activities. The
core values retain the physical therapist as the person ultimately responsible for providing safe, accessible, cost‐effective, and
evidence‐based services; and the physical therapist assistant as the only individual who assists the physical therapist in
practice, working under the direction and supervision of the physical therapist. The core values are defined as f ollows:
1. Accountability
Accountability is active acceptance of the responsibility for the diverse roles, obligations, and actions of the
physical therapist and physical therapist assistant including self‐regulation and other behaviors that positively
influence patient and client outcomes, the profession, and the health needs of society.
2. Altruism
Altruism is the primary regard for or devotion to the interest of patients and clients, thus assuming the
responsibility of placing the needs of patients and clients ahead of the physical therapist’s or physical therapist
assistant’s self‐interest.
3. Collaboration
Collaboration is working together with patients and clients, families, communities, and professionals in health
and other fields to achieve shared goals. Collaboration within the physical therapist‐physical therapist assistant
team is working together, within each partner’s respective role, to achieve optimal physical therapist services and
outcomes for patients and clients.
4. Compassion and Caring
Compassion is the desire to identify with or sense something of another’s experience, a precursor of caring.
Caring is the concern, empathy, and consideration for the needs and values of others.
5. Duty
Duty is the commitment to meeting one’s obligations to provide effective physical therapist services to patients
and clients, to serve the profession, and to positively influence the health of society.
6. Excellence
Excellence in the provision of physical therapist services occurs when the physical therapist and physical
therapist assistant consistently use current knowledge and skills while understanding personal limits, integrate
the patient or client perspective, embrace advancement, and challenge mediocrity.
7. Inclusion
Inclusion occurs when the physical therapist and physical therapist assistant create a welcoming and equitable
environment for all. Physical therapists and physical therapist assistants are inclusive when they commit to
providing a safe space, elevating diverse and minority voices, acknowledging personal biases that may impact
patient care, and taking a position of anti-discrimination.
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8. Integrity
Integrity is steadfast adherence to high ethical principles or standards, being truthful, ensuring fairness,
following through on commitments, and verbalizing to others the rationale for actions.
©2021 American Physical Therapy Association. All rights reserved.
9. Social Responsibility
Social responsibility is the promotion of a mutual trust between the profession and the larger public that
necessitates responding to societal needs for health and wellness.
Explanation of Reference Numbers:
HOD P00‐00‐00‐00 stands for House of Delegates/month/year/page/vote in the House of Delegates minutes; the "P" indicates that it is a position
(see below). For example, HOD P06‐17‐05‐04 means that this position can be found in the June 2017 House of Delegates minutes on Page 5 and
that it was Vote 4.
P: Position | S: Standard | G: Guideline | Y: Policy | R: Procedure
Last Updated: 12/14/2021
Contact: governancehouse@apta.org
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Department of Physical Therapy, Movement and Rehabilitation Sciences
Date: April 16, 2020
To: Bouvé Faculty, Staff and Students
Re: Physical Therapist Student Terminology (Graduate Entry)
The Department of Physical Therapy and Movement & Rehabilitation Sciences has decided to adopt the following academic termino logy to
be used when referring to students within our program. Adoption of this terminology will provide alignment with the terminology used by
the Accreditation Council for Physical Therapy Education and most professional organizations/associations and other U.S.
colleges/schools of Physical Therapy.
Northeastern University Terminology
Physical Therapy Terminology
First Year Student
Professional Year 1 – PB1 Student
While Northeastern University may refer
to the students by year (i.e., third-year,
fourth-year, etc.), we strongly encourage
students to refer to themselves using the
respective professional year (PY1, PY2,
etc.) when interacting with individuals in
other physical therapy programs and
national organizations.
Second Year Student
Professional Year 2 – PB2 Student
Third Year Student
Professional Year 3 – PB3 Student
Northeastern University’s policy on academic terminology states “Avoid referring to current students using alumni construction of college
designation and year of graduation” (e.g., PT’2023). In addition, the Physical Therapy Department recommends that students use the
following designation, ‘Physical Therapist Student’, as their title in signature lines on emails, presentations, or professional
documents. You may, if you wish, denote your anticipated year of graduation, but it is not necessary to do so until you are close to
graduation and seeking employment or post-graduate residencies/fellowships or graduate school.
In accordance with the university’s policy and the Department of Physical Therapy, Movement and Rehabilitation Sciences
recommendations, the following terminology should not be used:
-
DPT Candidate
-
DPT Candidate, Class of 2014
-
Doctor of Physical Therapy Candidate
-
DPT ‘14
-
DPT Candidate ‘14
- PT ‘14
Accepted terminology to be used by students, faculty and staff when referring to students:
-
Physical Therapist Student (always appropriate)
-
SPT
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Physical Therapy Cooperative Education Program Co-Op Competencies
Within the Commonwealth of Massachusetts, based on State Regulation, the services performed by the cooperative education student*
during the work experience are commensurate with their level of education and training and must be performed under the direct supervision
of a physical therapist. Direct supervision is defined as a process by which a supervisor is on the premises and available to provide supervision
in the form of aid, direction, and instruction when procedures or activities are performed.
*If the co-op student is not a DPT student, they may only perform the duties of a PT Aide.
See PT Aide Description included in Massachusetts regulation 259 CMR 5.00, which can be found at:
http://www.mass.gov/ocabr/licensee/dpl-boards/ah/regulations/rules-and-regulations/
Professional DPT Co-op:**
** The Professional DPT co-op occurs during the 2nd year of the DPT program at which point students have completed Foundations of
Physical Therapy, PT5101/PT5102, Foundations of PT Exam and Therapeutic Activities, PT 6350/PT6351 and PT skill level courses that have
prepared them to practice the skills identified below.
1. Participate as a member of the interprofessional health care team based on state and regulatory practice acts.
2. Distinguish and describe the roles of physical therapists and other members of the health care team.
3. Demonstrate appropriate professional behaviors, communication and clinical skills commensurate with educational level
of student with all members of the health care team.
4. Take vital signs and respond appropriately to findings.
5. Synthesize information regarding health status and respond appropriately.
6. Demonstrate proficiency in the performance of active, passive, isometric, and strengthening exercises under the direction
and supervision of a licensed physical therapist.
7. Identify the possible complications of bedrest and demonstrate appropriate techniques for prevention and intervention.
8. Perform safe transfers and demonstrate correct body mechanics with all activities.
9. Define and use appropriate medical terminology during verbal and written communication, and document patient
treatments in the Guide to Physical Therapist Practice Format as utilized by a specific facility and as allowed by the state
practice acts and the third party payers.
10. Measure patients for an assistive ambulation device and demonstrate skill in ambulation instruction.
11. Demonstrate appropriate knowledge of infection control techniques and adhere to OSHA regulations to minimize
exposure to blood borne pathogens.
12. Utilize appropriate safety procedures needed when working with patients with cognitive, sensory, perceptual deficits and
medical precautions and adapt interactions.
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PT Cooperative Education Program Co-Op Competencies cont. Page 2
13. Recognize ethical issues and situations that require the student to problem solve and respond appropriately by informing
the direct supervisor at the site. If this report does not result in appropriate action, the student must report the situation
to the NU Co-op Coordinator.
14. Understand patient's rights and advanced directives.
15. Adhere to HIPAA regulations.
16. Interact with patients in a manner that identifies and respects individual and cultural differences.
17. Perform basic soft tissue mobilization techniques.
18. Safely use the following modalities: Ultrasound, Electrical Stimulation, Biofeedback, Hydrotherapy, Hydrocollator Packs,
and Cryotherapy.
I have read, understand and agree to the parameters of the PT Co-op Student Competencies in the state of Massachusetts outlined in this
document.
PT Co-op Employer Signature: _______________________________________ Date: ___________
Co-op Student Signature: _________________________________________ Date: ___________
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Section 2: Forms
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Department of Physical Therapy Movement and Rehabilitation Sciences
Academic Affairs Committee
Intention to Appeal Application
First Name
Last Name
NU ID#
NU Email Address
Phone Number
Doctor of Physical Therapy Program Year
☐Post-Baccalaureate PB1
☐Post-Baccalaureate PB2
☐Post-Baccalaureate PB3
Students who have failed to meet the established progression policies as outlined in the University Catalog and
respective Graduate or Undergraduate Student Handbook may appear before this committee in accordance
with the Academic Appeal Policy outlined in the University Catalog and respective Graduate or
Undergraduate Student Handbooks.
***This Intention to Appeal Application is not used to dispute final course grades; please consult with your instructor,
advisor, program director, or the academic catalog for additional information on grade appeals
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Instructions: Complete all sections of this form and include any supplemental information with this
application. Your complete application for appeal must be received by your academic advisor and forwarded
to the ASC committee at least 48 hours prior to the meeting to be considered.
PETITION REASON
Petition Reason – describe which progression policy that you violated (refer to the progression standards in your
respective student handbook/manual given to you on admission). Check all that apply.
☐Requesting a semester of probation
☐Requesting a change in your academic progression policy
☐Requesting reinstatement into the DPT Program
☐Other:
If your petition involves a course failure, please check all boxes relevant to your case and explain in the box at the
end of this section:
☐Received email or FACT warning from instructor
☐Received email or FACT warning from Academic Advisor
☐Met with instructor
☐Met with academic advisor
☐Met with Tutor via group tutoring
☐Met with Tutor for one-on-one tutoring
☐Obtained other counseling/guidance
☐Other:
If applicable, please identify how often you met with the instructor and academic advisor. Also please identify how
often you met with the tutor for group and/or one-on-one tutoring.
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In order to provide the Academic Affairs Committee with additional information that may have contributed to your
academic performance, please answer the following questions:
Are there any distractions which disrupt your concentration and make it difficult for you to study and focus?
☐Yes
☐No
If yes, what are they?
Do you belong to any professional organizations, sororities, fraternities or athletic teams?
☐Yes
☐No
If yes, what are they and do you have a leadership role in any of these organizations?
Please describe your request and what you are asking the Academic Affairs Committee to decide. Your statement
should clearly outline your situation that you are willing to share, any extenuating circumstances (i.e., living
situations, medical problems, family issues, etc.) that impacted your progress, and why you believe you should be
allowed an exception to the policy. For appeals of academic dismissal, your statement should also include why you
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believe you were erroneously, capriciously, or otherwise unfairly treated in the original dismissal decision.
Given your current academic deficiency, please provide the Academic Affairs Committee members with your specific
detailed plan to rectify the deficiency. For example, describe how you will remediate coursework, improve study
habits, implement additional support systems, or otherwise manage the implications of a policy and progression
standards exceptions. Please be specific with the changes you will make and the strategies/resources you intend to
utilize.
Have you appeared before the Academic Affairs Committee before?
☐Yes
☐No
If yes, please explain below:
Please attach both your Academic Probation Contract and unofficial transcript to your Academic Advisor upon submission
of this form.
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Individual Instruction Registration
The Individual Instruction Registration form should be submitted to request registration into a course
that does not already exist in the published schedule of classes.
• Research, Internship, Directed Study or Independent Study
• Graduate Dissertation, Thesis, Readings, Research or Continuation
• Honors Project
If you are registering for a class that exists in the current schedule of classes, register through
myNortheastern or, if after the add period has ended, submit a Late Course Registration request.
Before submitting an Individual Instruction Registration form:
Contact the instructor with whom you plan to complete an Individual Instruction class to obtain
permission and determine the:
-Subject code
-Course number
-Credit hours
-Topic of the course
Notify your academic advisor/student service office that you are planning to take an individual course
and make sure it will fulfill at least one of your degree requirements.
Information regarding submitting an individual instruction registration form via myNortheastern is
available on the Office of the University Registrar site or by copying and pasting the following URL into
your browser:
https://registrar.northeastern.edu/app/uploads/IIRF-Instructions-for-Students-1.pdf
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Incomplete-Grade Contract
Mailing Address: Northeastern University, ATTN: Office of the Registrar, 230-271, 360 Huntington Avenue, Boston, MA 02115-5000Office Location: 271 Huntington Avenue •
Phone: 617.373.2300 • Fax: 617.373.5351 • registrar@neu.edu • Error! Hyperlink reference not valid.
Student’s name (Last) ___________________________ (First) __________________________ NUID ___________________
Local address ___________________________________________________________________________________
City ____________________________________ State ___ Zip ______ Phone ( ) –
College __________________________________ Program ___________________________
Year of Graduation __________________
Undergraduate Day
Graduate School
School of Law
College of Professional Studies
Course Number
Course Title
Term & Year course was taken
Instructor
Reason for requesting incomplete grade:
Required course work to be made up:
Method by which you will make up this work (explain in detail):
Deadline for completing this work
Student's signature
Date
Instructor's signature __________________________________________________ Date ____________
Office of the Dean ____________________________________________________ Date ____________
University Policy on Incomplete Grades: The period for clearing an I grade is restricted to one calendar year from the last day of the term in
which the course was taken. For the student's protection, the precise arrangements for the clearance of an I grade should be specified on this
form. This form is signed by the instructor and the student at the time the I grade is granted. A copy is kept in the Office of the Dean of the
college in which the course is offered. An I grade outstanding for twelve or more months will remain permanently and irreversibly as an I grade
on all records.
Copies: Original—Registrar's Office Copy—Dean's Office Copy—Student Copy—Instructor
6/18/2015
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Section 3: Policy and Consent Forms
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Lab Safety Policy for Clinical Lab Space
225, 405, 410, and 415 Behrakis
To ensure the safety of all users of the Clinical Lab Space in the Behrakis building, please become familiar with the
following information.
Perform an observation of the lab space prior to your class. Lab Safety is the primary goal for the observation. Floor
and equipment hazards are to be identified and reported.
• In an Emergency – Police, Fire, Medical – call Campus Police at the emergency number (617) 373-3333.
Please note your location and a callback number for accurate reporting.
• For all routine issues, call Campus Police at (617) 373-2121.
• For emergent floor/room hazards (water on the floor, ceiling tiles falling, etc.) call House and Grounds at
(617) 373-2754.
• For non-emergent maintenance concerns, please fill out an electronic work request form for facilities on
myNEU.
• For computer and AV-related issues, please call (617) 373-HELP.
• AFI performs a yearly electrical safety assessment of the equipment. Each calibrated and assessed piece of
equipment has a dated label. Before using any equipment, please make sure the dates are current.
At the end of each lab, please perform an observation for any issues that may have occurred during your class time.
Please arrange the tables, chairs, and equipment for the next class.
General Laboratory Safety Procedures for PT Labs
1.0 PROCEDURES
1.1 All individuals engaged in research at Northeastern University must adhere to the university policies and
procedures for conduct of research detailed by the NU Office of Environmental Health and Safety (OEHS) –
http://www.northeastern.edu/ehs/ehs-programs/general-safety/
1.1.1 Individuals conducting research in NU labs must complete the online laboratory research
training modules specified by the Department Safety Officer (DSO). Please refer to the EHS
website for access to training modules – http://www.northeastern.edu/ehs/training/
1.1.2 Questions regarding lab safety policies and procedures should be forwarded to the NU OEHS
staff at (617) 373-2796 or ehs@northeastern.edu
1.2 Laboratory Directors must provide a laboratory safety plan for their respective research units, detailing the
types and specifications of equipment used and whether human subjects are involved. These plans must be
approved by the DSO.
1.3 All researchers must be registered with EHS.
1.4 All laboratories must be locked and secured. Only authorized personnel are allowed to access labs.
1.5 The Department of Physical Therapy, Movement, and Rehabilitation Sciences requires supervision of all
students while conducting human subjects research in the labs.
1.6 The University Policy requires supervision of all visitors and undergraduate students while in research
labs. A laboratory safety checklist should be completed by all Directors of PT Research Labs and submitted to
PT Laboratory Safety Officer, Dr. Robert Sikes. A copy signed and dated should be maintained in the
designated research space.
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2.0 HUMAN SUBJECTS PROCEDURES
1.7 Please refer to the NU IRB website for research involving human subjects located at:
https://research.northeastern.edu/hsrp/institutional-review-board/ This site describes the mission,
process, and policies for research.
1.8 The contact person for NU IRB (as of 4/23/11) is Nan Regina – email n.regi[email protected]u
2.0 EMERGENCY CONTACTS
IN THE EVENT OF AN EMERGENCY, CALL: NORTHEASTERN UNIVERSITY POLICE AT:
8-333 or (617) 373-3333
•
Report your location and be specific about the nature of the emergency.
•
Emergency contact numbers, alone with laboratory safety data, are posted on every laboratory door.
Complete an injury report form, located on EHS website.
•
If human subjects are injured, also complete NUIRB adverse events form, located on the NUIRB
website noted above.
•
Notify the PT Laboratory Safety Officer and PT Department Chair as soon as possible, and within 24
hours.
CONTACT LIST:
•
Dr. Robert Sikes, PT Laboratory Safety Office
Email: r.sikes@northeastern.edu
Telephone: (617) 373-5195
•
Dr. Kristin Greenwood, Chair, Department of Physical Therapy, Movement, and Rehabilitation Sciences
Email: k.greenwood@northeastern.edu
Telephone: (617) 373-5193
•
Jack Price, Director, Office of Environmental Health and Safety
Email: j.price@northeastern.edu
Telephone: (617) 373-2769
•
Department of Institutional Audit, Compliance and Risk Management
https://www.northeastern.edu/compliance/about/
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CONFIDENTIALITY AGREEMENT
Northeastern University's Department of Physical Therapy may invite individual consumer consultants to
participate as lab assistants and/or guest lecturers in PT from time to time. The consultants may
discuss sensitive matters that may be covered by privacy statutes such as HIPAA and/or University policy.
As part of PT , there may be occasions in which you will have access to such confidential personal
information, and/or become aware of certain confidential and sensitive matters. Information to which you
have access in the course of your work in this class must be treated with the utmost confidentiality and not be
shared with others. Individuals who may share personal information will be entrusting you with that
information, and expect your sensitivity to this confidentiality. However, it is crucial that you be reminded as
to the nature and scope of this confidentiality.
You must not discuss any confidential information received in or as part of this class. Transmittal of confidential
information could adversely affect the University, its students, the credibility of this department and your
studies.
Therefore, in consideration of my enrollment in PT , I agree:
1. Both during and after my enrollment in PT , I will hold the confidential information
received therein in trust and confidence, and will not use or disclose it, directly or indirectly, except as
may be necessary in the performance of my studies in PT I understand that my disclosure of
this information could be damaging to Northeastern and third parties.
2. I will not remove materials containing confidential information from the Department of Physical Therapy.
3. I will not engage in any conversation with anyone outside the Department of Physical Therapy (PT )
about any confidential matters being presented in this class.
I understand that I am bound by this Agreement both during and after the completion of my enrollment at
Northeastern University
(Signature) (Date)
STUDENT NAME [Please Print]
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Northeastern University
Bouvé College of Health Sciences Department of Physical Therapy
Student – Informed Consent and Release for Musculoskeletal Management I PT 5505
and PT5506
Name:
Date:
Consent to participate
As a student in the Doctor of Physical Therapy program, I hereby volunteer for and consent to the performance
or practice upon me of any and all PT examination, tests, measurements and/or intervention techniques related
to this class content and as part of my learning experience of this class.
This class content includes examination, tests and interventions for the hip, knee, ankle, shoulder, elbow and
wrist. It includes special tests; therapeutic exercise, joint mobilization and high velocity thrust manipulation
techniques.
I understand that there are risks of personal injury associated with these tests, measurements, and/or
interventions, and I have agreed to assume the risks involved.
I understand that these tests, measurements, and/or interventions are being performed for the sole purpose of
demonstration and practice and that they are not intended to be diagnostic or therapeutic for me personally.
I understand that the persons providing and/or performing the tests, measurements, and/or interventions will
answer any inquiries I may have and that I am free to withdraw my consent and discontinue participation at
any time.
I understand that my participation as a subject is voluntary and I understand that I am free to refuse/decline
participation in this aspect of the lab or class without jeopardizing my outcome or grade in the class. I will
notify the faculty/instructor of the class if for any reason I am unable to act in the capacity as a subject. This
information will be held in confidence.
I affirm that I have answered fully and accurately all questions about my health asked by the individuals
conducting this class and that I have disclosed all information concerning my health that is relevant to my
participation in this class.
I affirm that I have read, understand and agree to follow the safety policy and procedures for the lab as outlined
in the class syllabus. I furthermore understand that my instructors may update these policies verbally or in
writing. Failure to follow these policies and/or any updates can/will result in my dismissal from the lab.
I hereby release Northeastern University, its faculty and students, employees, and agents from any and all
liability, loss, or damage arising from or in any way connected with the tests, measurements, and/or
interventions identified above.
I affirm that I have read this Consent and Release and understand its contents.
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Sign to indicate consent:
Northeastern University Bouvé College of Health Sciences Department of Physical Therapy
Student – Informed Consent and Release for Musculoskeletal Management II PT 6224 and PT6223
Name:
Date:
Consent to participate
As a student in the Doctorate of Physical Therapy program, I hereby volunteer for and consent to the
performance or practice upon me of any and all PT examination, tests, measurements and/or intervention
techniques related to this class content and as part of my learning experience of this class.
This class content includes examination, tests and interventions for the cervical, thoracic, lumbar spine,
sacroiliac region and temporomandibular joint. It includes special tests, therapeutic exercise, joint
mobilization and high velocity thrust manipulation techniques.
I understand that there are risks of personal injury associated with these tests, measurements, and/or
interventions, and I have agreed to assume the risks involved.
I understand that these tests, measurements, and/or interventions are being performed for the sole purpose of
demonstration and practice and that they are not intended to be diagnostic or therapeutic for me personally.
I understand that the persons providing and/or performing the tests, measurements, and/or interventions will
answer any inquiries I may have and that I am free to withdraw my consent and discontinue participation at
any time.
I understand that my participation as a subject is voluntary and I understand that I am free to refuse/decline
participation in this aspect of the lab or class without jeopardizing my outcome or grade in the class. I will
notify the faculty/instructor of the class if for any reason I am unable to act in the capacity as a subject. This
information will be held in confidence.
I affirm that I have answered fully and accurately all questions about my health asked by the individuals
conducting this class and that I have disclosed all information concerning my health that is relevant to my
participation in this class.
I affirm that I have read, understand and agree to follow the safety policy and procedures for the lab as
outlined in the class syllabus. I furthermore understand that these policies may be updated verbally or in
writing by my instructors. Failure to follow these policies and/or any updates can/will result in my dismissal
from the lab.
I hereby release Northeastern University, its faculty and students, employees, and agents from any and all
liability, loss, or damage arising from or in any way connected with the tests, measurements, and/or
interventions identified above.
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I affirm that I have read this Consent and Release and understand its contents.
Sign to indicate consent:
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