Doctor of Physical Therapy
Prepare for a rewarding career in one of the fastest growing health professions.
Prepare for a rewarding career in one of the fastest growing health professions.
Physical therapists (PTs) are movement experts who play an important role in today's health care system. You'll help improve everyday life for clients of all ages through prescribed exercise, hands-on care, and patient education about how to prevent or manage their condition. PTs use treatment techniques to promote the ability to move, reduce pain, restore function, and prevent disability. PTs also work with individuals to prevent the loss of mobility before it occurs by developing fitness- and wellness-oriented programs for healthier and more active lifestyles.
The Doctor of Physical Therapy (DPT) program is designed so that graduates excel in serving patients and clients as generalist physical therapists capable of transforming health and the experience of care in diverse communities.
Our entry-level program combines foundational, applied, and social sciences curriculum to promote a holistic approach to care. Our program is uniquely designed so that you will have opportunities to apply new knowledge and skills in real time working with members of the community during on-campus courses.
SMU is committed to improving health care equity. As a DPT student, you’ll train to work with and make a difference in diverse communities, through opportunities to practice woven throughout the on-campus coursework and through extensive clinical experiences.
You’ll gain hands-on experience in our physical therapy laboratories, Health Sciences Simulation Center, and the Motion Analysis Research Center, enjoying access to the tools and technology used by professional PTs.
You'll have the chance to immerse yourself in the field by:
Providing pro bono services alongside faculty
Assisting with faculty research
Writing scholarly publications
Conducting community service
Volunteering for global outreach
Interacting with community participants in labs
Participating in simulations
Applications for the Doctor of Physical Therapy program are accepted using the Physical Therapy Central Application Service (PTCAS). Students are admitted just once per year to the fall term.
Admissions decisions are released in December.
Admission to the DPT program is competitive. Applicants are considered for admission based upon the following criteria:
2018 PT Admitted Student Profile
|Prerequisite GPA Range |
(Range for middle 50% of admitted students)
|Cumulative GPA Range |
(Range for middle 50% of admitted students)
All prerequisites must be completed with a grade of "C-" or better by the end of spring term before entry. We accept online, hybrid and on-campus classes from regionally accredited institutions. Classes may be taken at any regionally accredited institution such as community colleges, CSU, UC or private institutions. In California, the accrediting body is WASC Senior College and University Commission.
Please see the Prerequisite Course Resources section below for helpful information regarding prerequisites.
Required Courses, Semester or Quarter Units
General Psychology, 3.0 semester or quarter units
Statistics, 3.0 semester or quarter units
General Chemistry with Lab, 8.0 semester units or 12.0 quarter units
Physics with Lab, 8.0 semester units or 12.0 quarter units
Introduction to Biology with Lab, 8.0 semester units or 12.0 quarter units
Human Anatomy with Lab, 4.0 semester units or 6.0 quarter units
Human Physiology with Lab, 4.0 semester units or 6.0 quarter units
Samuel Merritt University offers prerequisite coursework in Human Anatomy & Human Physiology. The courses are taught in the fall, spring and summer terms and are designed for prospective students. More information can be found on the Undergraduate Prerequisite Courses website.
GPA Calculation and Course Repeat Policy
Last 60/90 GPA
A minimum 3.0 GPA is required in the most recent 60 semester/90 quarter units as calculated by PTCAS. Cumulative GPA is no longer considered.
Courses satisfying a prerequisite requirement may be repeated once if the initial grade earned is a C+ or below. If a prerequisite course is repeated, the new grade will be used in the prerequisite GPA calculation if available at the time of application.
Holistic Admission Approach
The Doctor of Physical Therapy program is committed to a holistic admission approach and does not conduct interviews as part of its admission process. Not holding interviews provides the faculty with an opportunity to perform a thorough, holistic review of all applications meeting the minimum requirements. To make this possible, the faculty has designed a number of school-specific essay questions to help us get an understanding of each applicant as an individual.
We feel this benefits all applicants. Rather than focusing on the top applicants in terms of GPA and GRE scores, we are able to consider the entire qualified applicant pool based upon a holistic review of both quantitative and qualitative metrics. Applicants who might have otherwise not been selected for an interview, and thereby not considered for the program, are now fully considered for admission to the university.
However, we want to make sure prospective students have an opportunity to visit the campus, meet the faculty and interact with our current students. To provide these opportunities in a structured format, SMU offers Interactive Information Sessions throughout the year. Additional consideration for admission will be given to students who show a demonstrated interest in SMU by attending one of these programs.
Graduate Record Examinations (GRE)
Beginning with 2019 applications, GRE scores are no longer an admission requirement for Samuel Merritt University's DPT program.
Students Educated Outside of the United States
All foreign academic transcripts must be evaluated by World Education Services (www.wes.org) and should be sent to PTCAS along with any other U.S. transcripts. For more information please see the PTCAS Foreign Transcript Instructions.
Scores on the TOEFL
The need for TOEFL will be assessed based on information provided by applicants on the application for admission; if required, a score of 100 must be achieved and official score results must be provided.
Samuel Merritt University allows applicants to take classes online provided the courses are from a regionally accredited institution like the institutions listed below. The regional accreditation board for California schools is the WASC Senior College and University Commission (WSCUC). Please verify accreditation with the institution prior to signing up for classes as credit will not be granted from non-accredited schools.
This is a resource shared by multiple programs, please see the program-specific websites for the listing of required courses.
California Virtual Campus: Online database of California College and University online/telecourse offerings. Search by subject or school name.
California State University
University of California Extension Programs
Challenge/College Level Examination Resources
The College Level Examination Program (CLEP) is a group of standardized tests that assess college-level knowledge in several subject areas. Many colleges grant credit to students who meet their minimum qualifying score. Qualifying scores vary by school but are typically 50. The tests are useful for students who have obtained knowledge outside the classroom, such as through independent study, job experience, or cultural interaction. CLEP also offers international and homeschooled students the opportunity to demonstrate their proficiency in subject areas and bypass undergraduate coursework. (Information from College Board’s website-see below)
Application fees are payable to the Physical Therapy Centralized Application Service (PTCAS). Samuel Merritt University does not charge an additional admission fee.
Non-Refundable Deposits and Fees
Students offered admission pay a non-refundable tuition deposit of $350 to secure their seat in the class.
Application fees and tuition deposits are non-refundable, whether or not the student withdraws in the first week of the term.
There is a tuition calculator that provides a detailed summary of annual tuition, all fees for the program, and a cost estimator for the entire program.
Your graduate education at Samuel Merritt University is an investment in your future. Not only will you have the opportunity to pursue a rewarding career in health care, but Samuel Merritt University graduates have a loan default rate of less than one percent. This means that students who borrowed to attend Samuel Merritt University have found employment in their chosen field that allows them to pay off their loans.
The Physical Therapy program is proud to offer a variety of ways to assist in funding your education including scholarships, work study and student loans. The first step in applying for financial aid at SMU is to submit your Free Application for Federal Student Aid (FAFSA).
The Physical Therapy program offers scholarships and an assortment of resources for funding opportunities outside of the program. Most scholarships are awarded on the basis of financial need. A limited number are awarded for academic merit. Scholarships for Physical Therapy students include:
WICHE – Western Interstate Commission for Higher Education. WICHE grants are available for students from certain geographical areas of the country. More information is available at the WICHE website, www.wiche.edu.Your Financial Aid Package at Samuel Merritt University is personalized to you. We develop your financial aid package using guidelines set by the Department of Education and the estimated costs of each program.
In addition to the cost of tuition, books and fees, financial aid can also cover other indirect educational costs, so the total cost of attendance includes:
Once you receive your financial aid package, check this budget against your actual living expenses and we can make necessary adjustments to meet your needs.
Detailed information about financial aid, budgeting, total cost and application processes are available on the webpage.
We realize that the financial aid process can be difficult and overwhelming. We are here to help. Financial Aid staff can assist with budgeting, understanding your awards and understanding the process. The SMU staff is committed to each and every prospective student and enrolled student. We have an open door policy and are available via phone or email.
firstname.lastname@example.org or 510-879-9200
The Department of Physical Therapy serves students, the public, the profession, and the University by educating highly skilled and compassionate doctors of physical therapy. Our graduates provide patient-centered care using evidence-informed practice to transform society and the experience of care in diverse communities. We are dedicated to advancing the profession through a commitment to life-long learning, critically reflective practice, scholarship, service, and socially responsible action on behalf of patients, the public, and the profession.
Samuel Merritt University DPT graduates are prepared to:
The DPT curriculum is a sequential curriculum in which students use knowledge from prior coursework to build further learning and expertise as they progress through the program. Our 32-month program includes 36 weeks of full-time clinical education experiences.
The entry-level, DPT program is designed around several important approaches to learning so that graduates excel in serving patients and clients as practitioners capable of autonomous decisions as part of a health care team. Courses progressively build critical thinking, clinical reasoning, and collaborative decision-making skills with increasingly complex patient scenarios. Closely integrated courses focus on learning the practice of physical therapy along with the basic sciences such as anatomy, kinesiology, and biomechanics. Pharmacology, imaging, and the medical management of the patients simultaneously occur in concert with clinical practice application and skills courses. Reflective of a holistic approach to practice, students learn to focus their attention on physical as well as psychological and sociocultural factors that impact individuals’ physical movement abilities, including social and structural determinants of health. Practice considerations for physical therapy services through the lifespan are interwoven in the patient/client management course series focused on patients with musculoskeletal, neuromuscular, cardiopulmonary systems involvement and acute general medical conditions. There are additional, specific courses with content addressing the unique needs of other patient populations commonly served by physical therapists, including pediatrics, geriatrics, and patients with amputations, wounds, and pelvic health concerns. Students have integrated simulated and real clinical experiences during their all coursework under the mentorship of faculty and community-based physical therapists. During these experiences, they are able to work with patients who have conditions similar to those covered in the classroom, so that classroom learning is immediately reinforced with clinical experience, and students are well prepared for each clinical placement ahead of time. Students also provide free services to underserved community members under faculty supervision during multiple on-campus labs. The importance of communication and the relationship between the physical therapist and patients in a culturally diverse environment, and the multiple roles of physical therapists in the health care system are also addressed throughout the program. Students finish the program by completing a longer terminal clinical experience, enabling them to graduate as skilled and confident physical therapist contributors to the health care teams they join as they begin their careers.
The clinical education portion of our curriculum prepares students for practice in a variety of clinical settings. Clinical placements include locations in the greater San Francisco Bay Area, throughout California, and some out-of-state locations. Clinical experiences are sequenced so that the type of settings students are placed in matches the type of patient populations and practice setting they have just learned about in the classroom. This timing optimizes the opportunities for application of material learned in the classroom to real patients in the clinic. We encourage you to explore our clinical education curriculum details.
Below is our sequential DPT curriculum. Browse course descriptions in the University Catalog.
FALL (TRIMESTER 1)
PT 706 Pro Bono Experiences: Part I (2.0 total credits for Parts I-IV)
PT 710 Clinical Foundations in Physical Therapy 3.0
PT 722 Clinical Physiology 3.5
PT 723 Gross Anatomy I 3.0
PT 724 Functional Anatomy, Biomechanics and Kinesiology I 3.0
PT 727 Neuroscience I 1.0
PT 735 Exercise Prescription for Patients and Clients I 1.0
PT 741 Professional Issues in Physical Therapy 1.0
PT 755 Evidence-Based Practice I 2.0
Total units Fall Trimester I 19.5
SPRING (TRIMESTER 2)
PT 711 Patient/Client Management Musculoskeletal I 5.0
PT 725 Gross Anatomy II 2.0
PT 726 Functional Anatomy, Biomechanics and Kinesiology II 3.0
PT 732 Pathology and Pharmacology I 2.0
PT 738 Musculoskeletal Medical Management and Imaging I 1.5
PT 743 Interprofessional & Intraprofessional Communication in Healthcare 2.0
PT 761 Integrated Clinical Experience 0.5
Total units Spring Trimester I 16.0
SUMMER (TRIMESTER 3)
PT 701 Capstone I: Introduction 0.25
PT 706 Pro Bono Experience: Part II 0.0
PT 712 Patient/Client Management Musculoskeletal II 5.0
PT 719 Physical Agents and Electrotherapy 1.0
PT 733 Pathology and Pharmacology II 1.5
PT 736 Exercise Prescription for Patients and Clients II 1.0
PT 739 Musculoskeletal Medical Management and Imaging II 1.5
PT 742 Teaching and Learning 1.5
PT 745 Behavioral and Psychosocial Factors in Health Care 2.0
Total units Summer Trimester I 13.75
FALL (TRIMESTER 4)
PT 702 Capstone II: Exploration and Planning 0.75
PT 728 Neuroscience II 2.0
PT 744 Health Care Systems and Regulatory Aspects of PT 2.0
PT 756 Evidence-Based Practice II 2.0
PT 763 Clinical Experience I (first 10 weeks) 5.0
Total units Fall Trimester II 11.75
SPRING (TRIMESTER 5)
PT 705 Patient/Client Management: Complexity in Care 2.0
PT 706 Pro Bono Experiences: Part III 0.0
PT 713 Patient/Client Management Neuromuscular I 5.0
PT 714 Patient/Client Management Pediatrics 3.0
PT 729 Neuroscience III 3.0
PT 730 Medical Screening for Physical Therapists 0.5
PT 734 Pathology and Medical Management in Neurology 2.0
PT 737 Exercise Prescription for Patients and Clients III 1.0
Total units Spring Trimester II 16.5
SUMMER (TRIMESTER 6)
PT 703 Capstone III: Implementation 1.0
PT 715A Patient/Client Management Special Topics I 1.5
PT 717 Patient/Client Management Cardiopulmonary 3.0
PT 765 Clinical Experience II (first 10 weeks) 5.0
Total units Summer Trimester II 10.5
FALL (TRIMESTER 7)
PT 704 Capstone IV: Completion 2.0
PT 706 Pro Bono Experiences: Part IV 0.0
PT 715B Patient/Client Management Special Topics II 1.5
PT 716 Patient/Client Management Musculoskeletal III 3.0
PT 718 Patient/Client Management Neuromuscular II 3.0
PT 746 Management of Physical Therapy Services 2.0
PT 747 Professional Issues II 1.0
Total units Fall Trimester III 12.5
SPRING (TRIMESTER 8)
PT 704 Capstone IV: Completion (Students are continuously from Fall -Trimester 7)
PT 766 Final Clinical Experience (16 weeks)
PT 781 Advanced Pediatrics (Fall, DPT III only) 2.0
PT 782 Sports Medicine (Fall, DPT III only) 2.0
IPE 700 IGNITE (Interprofessional Team Practice for Error Management) 2.0
You will join a program and an interprofessional health sciences University community made up of a diverse student body and faculty, all dedicated to transforming the experience of health and health care for diverse populations. You will have multiple opportunities for hands-on, active learning during the classroom portions of the curriculum. These innovative learning experiences occur early and often, building on your strengths and challenging your growth as you become a physical therapist.
High integration of simulated and standardized patient immersive active learning experiences are strategically placed throughout our curriculum, starting early and continuing often, in order to situate learning in realistic clinical scenarios prior to full-time clinical education experiences. The DPT program uses SMU's accredited Health Sciences Simulation Center (HSSC) for many of these hands-on learning opportunities. Students have lab sessions in the HSSC training rooms to gain familiarity with hospital-based equipment, such as hospital beds, gurneys, and IVs, common in hospital, emergency department, and critical care settings. Students have simulated or standardized patient interactions, where actors realistically portray patients, in every term of our program. Additionally, we use the HSSC for high fidelity simulation experiences with simulation mannequins, where students simulate work with critically ill patients or practice their skills. In small groups, students practice patient encounters in a realistic manner, review their interactions via live and recorded video/audio, and debrief on the experience with faculty and student observers to learn from their successes and mistakes. Explore SMU’s Health Sciences Simulation Center in more depth.
Community Participant Labs
An opportunity for student learning enhancement through work with community members who have diagnosed neurologic conditions or symptomatic orthopedic conditions occurs in multiple courses through the curriculum. Contribute to our community’s health as part of your course work. Learn more about Community Participant Labs at SMU.
Pro Bono Experiences
Our Pro Bono Experience course series provides students with the opportunity to work collaboratively with peers and faculty to provide pro bono services to underserved members of the local community. These courses are scheduled during four terms spread through the curriculum. They provide students with supervised practice in applying and refining what they have learned in their academic courses before they go out to do their full-time clinical experiences. View more about Pro Bono Experiences in the DPT program.
Students explore using real-time ultrasound technology to better visualize human anatomy and physiology in action in multiple courses to enhance their learning and understanding of human movement. Our students also get a deeper look at human motion at SMU’s Motion Analysis Research Center (MARC). Here, as part of their biomechanics courses, students use high-tech equipment to test, observe, and measure various aspects of gait, movement, and balance. Discover all the MARC has to offer students and their learning.
Capstone Course Series
The series of Capstone courses is interspersed throughout the curriculum and guides the students in small groups with faculty mentors to work towards their culminating capstone presentation occurring at the end of the curriculum. Students work in pairs or small groups and choose one of three available Capstone pathways: a case report project, a systematic review, or a community-based research project. Each year some students have their capstone project published or presented at state or national conferences.
Patient/Client Management Course Series
Students are immersed in the multiple patient populations and practice settings unique to physical therapist practice throughout the curriculum in this course series. This includes specific courses related to body systems (musculoskeletal, neuromusclar, cardiovascular and pulmonary), lifespan (pediatrics course and geriatric threading through multiple courses), and special topics (examples include wounds, burns, prosthetics/amputation, pelvic floor). A unique Complexity in Care course uses simulation-based learning to address management of complex situations and conditions in a variety of practice settings. Learning is focused on developing proficiency in observation, psychomotor, and clinical reasoning used in practice. Integration of current research into decision-making, along with understanding of a patient's unique biopsychosocial lived experience, results in evidence-informed practice. Each trimester's Patient/Client Management courses build upon each other while learning in one course is reinforced in other courses.
Not all learning happens in the classroom. Our students are active on campus, in the community, and abroad. From on-campus clubs, including the International Healthcare Club and their biannual global health outreach to Panama, to involvement with Global PT Day of Service, to professional activities of the California Physical Therapy Association and American Physical Therapy Association, SMU DPT students are engaged both locally and globally.
At SMU, we believe in diversity, equity, and inclusion. Having a student body that resembles our diverse local community and can work with patients from diverse backgrounds is important to us. Our DPT program exceeds national averages (both overall and for private institutions) in minority student enrollment giving SMU a more diverse student body, and contributes to the needed growth in diversity of physical therapists in the US.
DPT Diversity of Enrolled Students
Percentage of Students (National Average)
Asian 29.5% (8.2%)
Hispanic/Latino 20.5% (6.3%)
Caucasian 36.9% (75.9%)
From CAPTE Accreditation Aggregate Report, 2018.
Samuel Merritt University and the DPT Program have missions and outcomes aimed to support a more diverse community, here on campus and in healthcare in general. Learn more about our commitment to diversity and inclusion.
The Doctor of Physical Therapy Program at Samuel Merritt University is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, Virginia, 22314; telephone: 703.706.3245; email: email@example.com; website: http://www.capteonline.org. If needing to contact the program/institution directly, please call 510.879.0334 or email firstname.lastname@example.org.
Graduation, Employment & Licensure Rates
Average Rate of Most Recent Two Years 100%
Class of 2018 100%
Class of 2017 100%
Class of 2016 100%
Graduation rate is the percentage of students admitted to the DPT program who complete the program within 150 percent of program length as defined by the Commission on Accreditation in Physical Therapy Education.
Average Rate of Most Recent Two Years 100%
Class of 2018 100%
Class of 2017 100%
Class of 2016 100%
Employment rate is the percentage of graduates who sought employment and were employed in physical therapy (full-time or part-time) within 1 year of graduation as defined by the Commission on Accreditation in Physical Therapy Education.
National Physical Therapy Exam (NPTE) Pass Rates
First Time Pass Rate
Average Rate of the Most Recent Two Years 92.4%
First Time Pass Rate (National Average)
Class of 2019 90.7% (90.8%)
Class of 2018 94.1% (90.9%)
Class of 2017 93.6% (92.5%)
Ultimate Pass Rate
Average Rate of the Most Recent Two Years 98.9%
Ultimate Pass Rate (National Average)
Class of 2019 97.7% (97.1%)
Class of 2018 100% (98.8%)
Class of 2017 96.8% (99.2%)
From the Federation of State Boards of Physical Therapy, Samuel Merritt University, Basic Pass Rate Report, 2/28/20.
The mission of Samuel Merritt University is to produce highly skilled and compassionate Doctors of Physical Therapy (DPT). Candidates must develop a robust foundational and applied sciences knowledge and requisite clinical skills, at a level deemed satisfactory by the faculty. Candidates must demonstrate appropriate application of knowledge and skills, effectively interpret information, and contribute to person-centered decisions across a broad spectrum of clinical situations in all settings.
The DPT program has the responsibility to the public to assure that its graduates can become fully competent and caring physical therapists, capable of providing benefit and not doing harm. Therefore, the program is committed to admitting and graduating persons who demonstrate intelligence, integrity, compassion, humanitarian and social concern, and physical and emotional capacity adequately to perform the duties of a physical therapist who embodies and enacts professionalism in all interactions.
The following technical standards, in conjunction with the academic standards, are requirements for admission, promotion, and graduation. The term "candidate" refers to candidates for admission to the DPT program as well as current DPT students who are candidates for retention, promotion, and graduation.
These requirements may be achieved with or without reasonable accommodations, the cost of which will be borne by the institution. These standards should not serve as a deterrent to any candidate with disabilities who desires to pursue education to become a Doctor of Physical Therapy. Candidates with disabilities bring unique perspectives that contribute to the diversity of the candidate population and will create a diverse health care workforce of culturally competent practitioners who can meet the needs of their patients and clients.
Candidates with disabilities are encouraged to contact the Disability Resource Center immediately to begin a confidential conversation about possible accommodations necessary to meet these standards. Fulfillment of the technical standards for graduation from the DPT program does not guarantee that a graduate will be able to fulfill the technical requirements or essential functions of any specific clinical position.
Observational and Situational Awareness Skills
The candidate must demonstrate situational awareness, which includes the ability to perceive informational and environmental cues in real-time in order to work safely and effectively within the environment of care and assess the condition of the patient/client and changes in that condition. One major component of the practice of physical therapy is the assessment and management of movement disorders. Therefore, the candidate must have the ability to perceive movement patterns and identify abnormalities in movement.
A candidate must acquire information as presented through demonstrations and interactive learning experiences in foundational and applied sciences, and in courses where professional skills and abilities are taught. In addition, a candidate must be able to evaluate a patient or client and their environment accurately and assess relevant contextual cues. Candidates must be able to obtain and interpret information through comprehensive assessment of patients/clients, correctly interpret diagnostic representations of patient/client data, and accurately evaluate patient/client conditions and responses.
Candidates must exhibit interpersonal skills to enable effective caregiving of patients and clients, including the ability to communicate effectively in English with all members of inter-professional health care team, patients/clients, and their families in person and in writing. This information must be communicated effectively in a succinct yet comprehensive manner and in settings in which time available is limited. Candidates must be able to clearly and accurately record information and accurately interpret verbal and non-verbal communication. Communication includes the candidate’s ability to make a correct judgment in seeking supervision and consultation in a timely manner.
Patient/Client Care Skills
The candidate must have the ability, within reasonable limits, to safely assist a patient/client in moving. The candidate must also have the ability to move both their body and the patient/client in three-dimensional space in order to perform tests, measures, and interventions. A candidate must be able to perform or direct diagnostic procedures and therapeutic interventions, including the interpretation of movement patterns and interventions to improve movement abilities.
Additionally, the candidate must be able to ensure the physical safety of a patient/client at all times. A candidate must be able to provide or direct general care and emergency treatment for patients/clients and respond appropriately in a timely manner to emergency situations. Candidates must meet applicable safety standards for the environment and follow standard precautions.
Intellectual-Conceptual, Integrative, and Cognitive Skills
Candidates must be able to learn through a variety of modalities, including, but not limited to: classroom instruction; laboratory instruction, including cadaver lab; small-group, team and collaborative activities; individual study; preparation and presentation of reports; and use of computer technology. A candidate must effectively assimilate, understand, interpret and apply complex information and data to the clinical reasoning required to function within the DPT program curriculum. This includes, but is not limited to, the ability to: comprehend three-dimensional relationships and understand spatial relationships of structures; effectively participate in individual, small-group, and lecture learning modalities in the classroom, clinical and community settings; learn, participate, collaborate and contribute as a part of a team; synthesize information both in person and via remote technology; perceive and interpret causal relationships to make accurate, evidence-based conclusions; and formulate a hypothesis, investigate the potential answers and outcomes, integrate knowledge of psychosocial factors, and reach appropriate and accurate conclusions. A candidate must be able to find sources of information and knowledge, acquire knowledge through various modalities, and possess the ability to be a life-long learner.
Behavioral Attributes, Social Skills and Professional Expectations
A candidate must be able to exercise good judgment, promptly complete all responsibilities attendant to the diagnosis and care of patients/clients, and develop mature, sensitive, and effective relationships with patients/clients and caregivers, and other health care team members. The skills required to do so include the ability to effectively handle and manage heavy workloads, function effectively under stress, adapt to changing environments, display flexibility, demonstrate resiliency, and to learn to function in the face of uncertainties inherent in the clinical care of patients and clients.
Candidates must be able to understand the basis and content of ethical physical therapist practice and demonstrate the professionalism required in such practice. They must possess attributes that include compassion, empathy, altruism, integrity, responsibility, and tolerance. Candidates also must demonstrate the ability to respect boundaries and care for all individuals in a respectful and effective manner regardless of gender identity, age, race, sexual orientation, religion, disability, or any other protected status.
Candidates must understand, and function within, the legal and ethical dimensions of the practice of physical therapy, and maintain and display ethical and moral behavior commensurate with the role and responsibilities of a doctor of physical therapy in all interactions with patients/clients, faculty, staff, students, and the public. Candidates must preserve patient/client confidentiality and protect private information, and adhere to applicable laws, regulations, statutes, and policies.
Candidates must demonstrate the emotional stability to function effectively under stress and to adapt to an environment that may change rapidly without warning and/or in an unpredictable manner. Candidates must exhibit contextually appropriate interpersonal skills including the ability to provide, accept and apply feedback in a professional manner.
Engagement and motivation throughout the educational process are expected of all candidates. Candidates must perform effectively in the presence of rigorous intellectual and emotional demands inherent in the DPT program, including both academic and clinical components that occur within set time constraints, and often concurrently. Candidates must maintain sufficient general good health and self-care in order not to jeopardize the health and safety of themselves and all those with whom they interact in the academic and clinical settings.
SMU is on the forefront of preparing you for an exciting and rewarding career as a physical therapist.
Graduates who found jobs within one year of graduation.
Advance patient health outcomes while making a competitive salary.
Our graduates have a first-time pass rate that is higher than the national average of 91%.
Our doctor of physical therapy students get plenty of hands-on and community-based experience during their time on campus.
Our faculty focus on helping students achieve their goals of becoming the best physical therapists they can be, providing the best possible care to their future patients. At SMU, the DPT faculty to student ratio average is 1:11, below the national average, allowing students high engagement with expert faculty.
Our core faculty are nationally recognized experts in specialty clinical practice areas such as orthopedics, geriatrics, neurology, pediatrics, wound care, and acute care; and include experts in clinical reasoning, ethics, and the best practices in teaching and learning of graduate health professions students. Our adjunct faculty come to campus from the clinic to teach our students in classes that relate to their areas of practice.