Our Philosophy

The mission of ¹ú²úÖ÷²¥â€™s Doctor of Physical Therapy program is to provide a student-centric education that helps prepare graduates for caring, innovative, interdisciplinary, evidence-based approaches to patient-centered care.

Our Mission

The mission of ¹ú²úÖ÷²¥â€™s Doctor of Physical Therapy Program is to provide a student-centric education that prepares graduates for caring, innovative, interdisciplinary, evidence-based approaches to patient-centered care.

Each student will have the opportunity to develop knowledge, skills, and professional behaviors in order to:

• Provide professional physical therapy services to diverse populations consistent with American Physical Therapy Association (APTA) standards
• Perform autonomous entry-level physical therapy skills in a safe manner
• Facilitate culturally sensitive communication using consultative and collaborative skills as a part of the healthcare team
• Design evidence-based physical therapy treatment plans using clinical reasoning for optimal patient-centered care
• Exercise professional conduct that is consistent with the ethical and legal practice of physical therapy

2023-2024 Doctor of Physical Therapy Financial Fact Sheet

¹ú²úÖ÷²¥ is accredited by WASC Senior College of University Commission (WSCUC), an institutional accreditating body recognized by the U.S. Department of Education (USDOE) and the Council on Higher Education Accreditation (CHEA). body recognized by the U.S. Department of Education (USDOE) and the Council on Higher Education Accreditation (CHEA).

1001 Marina Village Parkway, Suite 402
Alameda, California 94501
510-748-9001

Programmatic Accreditation

Graduation from a physical therapist education program accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE) is necessary for eligibility to sit for the licensure examination, which is required in all states.

The Doctor of Physical Therapy Program at ¹ú²úÖ÷²¥â€™s Center for Graduate Studies is accredited through 2032 by the Commission on Accreditation in Physical Therapy Education (CAPTE), 3030 Potomac Ave., Suite 100, Alexandria, Virginia 22305-3085; telephone: 703-706-3245; email: accreditation@apta.org; website: . If needing to contact the program/institution directly, please call 323-300-5155 or email BNithman@westcoastuniversity.edu

If needing to contact the program/institution directly, please call 323.454.5068 or emailÌýCGSGrad¹ú²úÖ÷²¥@westcoastuniversity.edu

CAPTE has a mechanism to consider formal complaints about physical therapy education programs that allege a program is not in compliance with one or more of CAPTE’s Evaluative Criteria or has violated any of CAPTE’s expectations related to academic integrity. ()

In reviewing and acting on a complaint, CAPTE cannot and does not function as an arbiter between the complaint and the institution. Should CAPTE find that a complaint has merit and that the program is out of compliance with the Evaluative Criteria or the integrity statement(s), CAPTE can only require the program to come into compliance with the Evaluative Criteria. CAPTE cannot force a program into any specific resolution of the situation that resulted in the complaint.

Students or other interested parties may file a formal complaint about a PT program with CAPTE at any time. To obtain the materials necessary for submitting a complaint, contact the APTA Accreditation Department at (703) 706-3245 or email accreditation@apta.org.

Graduation Rate²

For the class of 2021 and 2022, the two-year average graduation rate is 98.9%.

NPTE Pass Rates (As of March 2024)

For the class of 2021 and 2022, the two-year average first-time pass rate is 72.1%. The two-year average ultimate pass rate is 97.7%.

Employment Rate⁴

For the class of 2021 and 2022, the two-year average employment rate is 95%.

The above data are based on the program accreditor’s (CAPTE) standards and definitions.

Ìý¹ Graduation Rate: The percentage of graduates who are matriculated in the first course in the professional program after the drop/add period and who complete the program.

² Pass Rate: The percentage of graduates who take and successfully pass the National Physical Therapy Examination (NPTE). First-Time Pass Rate is the percentage of students in a graduation class that took the NPTE and passed on their first attempt. The Ultimate Pass Rate is the percentage of students in a graduation class that took the NPTE and passed, no matter how many attempts it took.

³ Employment Rate: The percentage of graduates who were employed (full-time or part-time) as a physical therapist within one year following graduation.

At ¹ú²úÖ÷²¥, we believe that our buildings — just like every other aspect of the university — must support, promote, and encourage student success and academic excellence. Students learn skills and procedures using a wide range of modern equipment provided for our physical therapy program.

The physical therapy program is based at the Center for Graduate Studies (CGS) campus, located at 590 North Vermont Avenue, Los Angeles, CA 90004. This 80,000-square-foot facility houses the departments of physical therapy, occupational therapy, and pharmacy.

The physical therapy program has approximately 16,000 square feet of space, including classrooms, a skills clinic, dedicated laboratories, a faculty and student research lab, and private study rooms for individuals or groups. Students practice using industry-current equipment to help prepare them for real-world application.

A rehabilitative ultrasound imaging unit is available for student- and faculty-directed research as well as improving clinical information instruction. All didactic classrooms and labs contain fully integrated computer/video systems; Wi-Fi enabled, interactive whiteboards; and overhead projectors.

Lecture Classroom

Dedicated lecture classrooms have ergonomic chairs, outlet placements for laptops, an integrated computer/video system, an interactive whiteboard, and overhead projector, and additional flat-screens on room pillars for added student visual comfort.

Teaching Laboratory

Dedicated teaching laboratory areas are equipped with an integrated computer/video system, interactive whiteboard, overhead projector, and adjustable hi-lo tables for optimal ergonomic positions for presentations and laboratory techniques and procedures. Labs are equipped with cameras with the ability to record practical examinations, instructor techniques, content for group/class participation, discussion, and feedback.

Research Laboratory

The research laboratory is a space of approximately 1,160 square feet that will support the scholarly agenda of the core faculty.

Skills Clinic

The CGS campus has a dedicated skills clinic for students to learn the physical therapy diagnosis and therapeutic approaches to patient care with the use of an integrated computer/video system. The skills clinic is essential for helping students prepare to become entry-level autonomous practitioners.

Physical therapy is an intellectually, physically, and psychologically demanding profession. Students acquire the foundation of knowledge, attitudes, skills, and behaviors needed throughout the physical therapist’s career. Those abilities that physical therapists must possess to practice safely are reflected in the technical standards that follow.

For successful completion of degree requirements, students must be able to meet minimum technical standards with or without reasonable accommodation.

Observation Skills

Observation requires the functional use of vision, hearing, and somatic sensations, as well as the use of common sense. Students must have visual perception, which includes depth and acuity. A student must be able to observe lectures, laboratory dissection of cadavers, and lecture and laboratory demonstrations. The student must be able to observe a patient accurately, observe digital and waveform readings and other graphic images to determine the patient’s condition, and obtain an appropriate medical history directly from the patient or guardian.

Examples in which these observational skills are required include palpation of peripheral pulses, bony prominences and ligamentous structures, visual and tactile evaluation for areas of inflammation, and visual and tactile assessment of the presence and degree of edema. A student must be able to observe a patient accurately at a distance and close at hand, noting nonverbal as well as verbal signals.

Communication Skills

Communication includes speech, language, reading, writing, and computer literacy. Students must be able to communicate effectively and sensitively. They must be able to convey a sense of compassion and empathy with patients to elicit information regarding mood and activities, as well as to perceive non-verbal communications.

Physical therapy education presents exceptional challenges in the volume and breadth of required reading and the necessity to impart information to others. Students must be able to communicate quickly, effectively, and efficiently in oral and written English with all members of the healthcare team. Students must be able to complete forms according to directions in a complete and timely fashion.

Motor/Psychomotor Skills

Students must possess sufficient motor function to elicit information from the patient examination by palpation, auscultation, tapping, and other evaluation maneuvers. Students must be able to execute movements required to provide general and therapeutic care, such as the positioning of large or immobile patients, gait training using therapeutic aids and orthotics, manual mobilization techniques, non-surgical wound debridement, and placement of electromyographic electrodes.

Students must have the physical strength to perform cardiopulmonary resuscitation and emergency treatment to patients. These skills require coordination of both gross and fine muscular movement, equilibrium, and the integrated use of touch and vision.

Intellectual – Conceptual Integrative and Quantitative Analysis Abilities

To effectively solve problems, students must be able to measure, calculate, reason, analyze, integrate, and synthesize information in a timely fashion. For example, the student must be able to synthesize knowledge and integrate the relevant aspects of a patient’s history, physical examination, and laboratory data. They must also be able to provide a reasoned explanation for likely therapy, recalling and retaining information in an efficient and timely manner. The ability to incorporate new information from peers, teachers, and the medical literature in formulating treatment and plans is essential.

In addition, students must be able to comprehend three-dimensional relationships and to understand spatial relationships of structures. Candidates must have the ability to use computers for searching, recording, storing, and retrieving information.

Behavioral/Social Attributes and Professionalism

Students must possess the psychological ability required for the full utilization of their intellectual abilities; the exercise of good judgment; the prompt completion of all responsibilities inherent to diagnosis and care of patients; and the development of mature, sensitive, and effective relationships with patients.

Students must be able to tolerate physically and mentally taxing workloads and function effectively under stress. They must be able to adapt to a changing environment, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. As a component of their education, students must demonstrate ethical behavior.

Specifically, students must be able to:

• Attend and participate in classes for 30 or more hours per week during each academic semester (Classes consist of a combination of lecture, discussion, laboratory, and clinical activities.)
• Use auditory, tactile, and visual senses to receive classroom instruction and to evaluate and treat patients
• Read, write, speak, and understand English at a level consistent with successful course completion and development of positive patient-therapist relationships
• Complete readings, assignments, and other activities outside of class hours
• Apply critical thinking processes to their work in the classroom and the clinic
• Exercise sound judgment in class and in the clinic
• Participate in clinical experiences, which typically require students to be present 40 or more hours per week on a schedule that corresponds to the operating hours of the clinic
• Gather decision-making pieces of information during patient assessment activities in class or in the clinical setting without the use of an intermediary (classmate, aide, etc.)
• Perform treatment activities in class or in the clinical setting by direct performance or by instruction and supervision of intermediaries
• Sit for two to 10 hours daily, stand for one to two hours daily, and walk or travel for two hours daily
• Frequently lift weights less than 10 pounds andÌýoccasionallyÌýlift weights between 10 and 100 pounds
• OccasionallyÌýcarry up to 25 pounds while walking up to 50 feet
• Frequently exert 75 pounds of push/pull forces to objects up to 50 feet andÌýoccasionallyÌýexert 150 pounds of push/pull forces for the same distance
• Frequently twist, bend, and stoop
• Occasionally squat, crawl, climb stools, reach above shoulder level, and kneel
• Frequently move from place to place and position to position, and do so at a speed that permits safe handling of classmates and patients
• Frequently stand and walk while providing support to a classmate simulating a disability, or while supporting a patient with a disability
• Occasionally climb stairs andÌýrarelyÌýnegotiate uneven terrain
• Frequently use their hands repetitively with a simple grasp andÌýfrequentlyÌýuse a firm grasp and manual dexterity skills
• Frequently coordinate verbal and manual activities with gross motor activities

WCU DPT Student Handbook, please click here.