Doctor of Physical Therapy Degree

The transitional Doctor of Physical Therapy (tDPT) Program is a post-professional program, and as such, is not accredited by the Commission on Accreditation of Physical Therapy Education (CAPTE).


CAPTE Compliance

Policy on timely accreditation fee payment and documentation submission: “The department chairperson insures that accreditation fees are paid-in-full once the invoice is received from the Department of Accreditation of APTA and that all required documentation is submitted by any stated deadlines. This documentation includes, but is not limited to, reports of graduation rates, performance on state licensing examinations, and employment rates.”

Policy on notification of CAPTE regarding substantive change: “The department chairperson, or program’s designee, will promptly notify CAPTE of any expected or unexpected substantive change within the program. These changes may include, but are not limited to, change in program or college leadership, significant vacancy of faculty positions, change in institutional accreditation status, or withdrawal of the university’s legal status to provide post-secondary education.”

Policy on program compliance with CAPTE criteria: “Florida Gulf Coast University is committed to offering a physical therapy program which meets and exceeds the standards outlined in CAPTE accreditation criteria. Program faculty, and department, college and university administration are aware of the need for the program to be in compliance within two years of written notice of non-compliance and will do all that is necessary to remedy non-compliance. Actions taken to bring the program into compliance include, but are not limited to, hiring additional faculty/staff, securing consultant services, reorganizing faculty assignments, making changes to program policies and procedures, modifying curriculum, and/or securing additional resources.”

Complaint Procedure: A student can provide testimony or file a complaint with the agency responsible for accrediting physical therapy programs (CAPTE). Individuals wishing to make comments about a CAPTE accredited program should see the website:  CAPTE - General Information

There are established procedures for filing a formal complaint about a CAPTE accredited program. If the nature of a concern may fall into the possibility of a formal complaint, the individual is urged to contact CAPTE to discuss the nature of the complaint and to determine what procedures should be taken to initiate the formal complaint process. Comments can be mailed to 3030 Potomac Ave, suite 100, Alexandria, Virginia 22305-3085, or call 703-706-3245.

Comments and Concerns

The program welcomes any feedback and/or complaints relating to all aspects of the program. Any comments and complaints can be sent directly to the Program Director at rsillevis@fgcu.edu. 

• The Program Director will notify the student/ non-student about the decision in 7 days. 
• If the student/ non-student is not satisfied with the decision of the Program Director a reconsideration may be requested in writing from the Chair of The Rehabilitation Sciences Department. 
• The Chair of the Rehabilitation Sciences Department will notify the student/ non-student about the decision in 7 days. 
• Any complaints regarding the Program Director are to be addressed to the Department Chair or the Dean of the Marieb College of Health & Human Services, as deemed necessary by the complainant. 
• Students can file concern and complaints at: https://www.fgcu.edu/studentcomplaints/
• Additionally, faculty and students may discuss any concerns with the University Ombuds (htps://www.fgcu.edu/ombuds/) 
• All complaints filed with the program/ department will remain confidential (when possible). FGCU prevents any retaliation or probation to anyone filing a complaint. All complaints and/ or comments regarding the program will be answered within 7 days. The program will report all complaints to the Office of the Provost and keep records of all complaints, responses, actions, and outcomes for 5 years.

Official Course Descriptions

Search for official course descriptions by using the Course Description Search utility.

Go to the Course Descriptions Search Web page, then follow these steps:

1. Select an Academic Year from the TERM dropdown (required)
2. Select a course prefix from one of the SUBJECT dropdowns (required)
3. Enter search words in the TEXT field (optional, but will narrow the search results)
4. Press Search

Supplemental Course Descriptions

The following course descriptions only provide information about the focus that an individual professor chooses to take for their course. These descriptions are not a replacement for the official course description. Use the Course Description Search page to find the official course description.

There are six areas (tracks) that make up DPT curriculum include:

1) Movement Science Foundations

2) Medical Diagnostics and Pharmacology

3) Physical Therapy Practice

4) Professional Development Seminars

5) Critical Inquiry

6) Clinical Education:

Movement Science Foundations is a comprehensive area of the curriculum that is based on the Movement Science Model (Sahrmann, 1993) and encompasses the six areas of movement science: developmental, anatomical, biochemical, behavioral, biomechanical, and physiological. These six areas are integrated into a series of Movement Science courses. Students investigate the course material in an integrated manner, closely modeling how clinicians must consider information in health care practice today. The foundations of movement science are addressed in an 21-credit hour course sequence offered during the first three semesters.

Medical Diagnostics and Pharmacology track covers the topics of imaging, pharmacology, and medical differential diagnosis throughout the curriculum. The first course offers an introduction to topics of imaging and pharmacology, and is designed to be offered concurrently with Movement Science I. These topics return later in the curriculum as separate courses (MDP IV Diagnostic Imaging and MDP III Pharmacology) to reinforce and enhance content knowledge and application to PT practice. The final course (Diagnostic Testing) in designed to be offered concurrently with Physical Therapy Practice V, and focuses on medical differential diagnosis, screening for disease, and implications to PT practice.

Physical Therapy Practice track encompasses the theory and practice skills that uniquely define the profession of physical therapy. Students enroll in a seven-course series that allows them to explore all aspects of the patient management model including the physical therapy examination, evaluation, diagnosis, prognosis, and treatment intervention. Faculty utilize a modified problem-based learning approach and exploratory clinical laboratory experiences to facilitate student learning. The final course in the series is a two weeklong seminar-style course offered after students successfully complete the clinical education component of the curriculum, comprised of topics identified by the students and preparation for the NPTE.

Professional Development Seminar track defines the area of the curriculum and explores professional, legal and ethical aspects of development as a physical therapist in contemporary practice. The seven-course track includes topics in oral/written communication, including with Spanish speaking clients/patients, leadership/management, ethics, the scope of physical therapy practice, law/regulation, career development, the health care system, education, and psychosocial aspects of health care.

Critical Inquiry Students learn and apply concepts of research design, critical evaluation of research reports, and principles and application of Evidence Based Practice. Each student‘s experience is enriched by his/her participation in either an Independent Research project or intensive Independent Study.

Clinical Education  Students participate in a total of 36 weeks of Clinical Education experiences: 34 weeks of full-time clinical experiences, and twenty half day clinical education experiences during the second and third semester totaling of 80 hours (2 weeks).

Clinical education is an important part of the physical therapy curriculum. Clinical education is integrated in the academic curriculum with clinical experiences in each year, allowing students to apply and expand the knowledge and skills they have learned in class. Students have exciting opportunities to engage in collaborative clinical experiences in a variety of physical therapy settings.

Students are assigned to a wide range of facilities in order to assure experiences with patients having a variety of diagnoses/disabilities, ages, and practice parameters. Each student will gain experience working with patients with orthopedic, neurological, and medical diagnoses. In addition, each student must participate in the inpatient and outpatient perspectives and have the opportunity to experience patients throughout the lifespan. Management concepts must be a part of the student's clinical experience. Students have the opportunity to examine information about specific clinics prior to submitting a list of top choices. Students will not be assigned more than once to a facility unless the learning experiences are significantly different.

Clinical Education Highlights

• Longstanding relationships with many clinics in Florida and across the United States
• Wide range of clinical experiences (geographically, demographically, and settings)
• Specialty clinical experience offerings, in settings such as Pediatrics, Pelvic Health, ICU/Trauma hospitals, Neuro Inpatient and Outpatient Rehab, Manual Therapy, and sports
• Opportunity for students to rank and select their preferences for clinical education placements

Integrated and Full Time Clinical Experiences

First Year

In the Spring and Summer semesters of the first year, students participate in the integrated clinical experience Introduction to Clinical Education.

This course is designed to facilitate the integration of clinical skills taught in the academic setting; to provide early exposure to clinical skills, allowing students to perform clinical skills under supervision; to provide early exposure and practice of professional behavior; and to assist students in developing a better understanding of the roles and responsibilities of the physical therapist in clinical settings.   

Students participate in patient care under direct supervision of a licensed physical therapist four hours per week for 10 weeks in an inpatient setting and four hours per week for 10 weeks in an outpatient setting.

By the end of this first full-time clinical experience, students are expected to perform and document results of accurate and effective examinations and interventions for non-complex or familiar patients with close supervision (and minor corrections) of their clinical instructor.

Second Year

In the Fall semester of the second year, students participate in a 7-week full-time clinical experience, and in the Summer semester students participate in two 6-week (or one 12-week) clinical experience(s).

In this clinical experience, students utilize previously learned concepts and skills of patient/client examination, evaluation, diagnosis, prognosis, and intervention for patient management in a continuum of care.  Students work under the direct supervision of a clinical instructor who is a licensed physical therapist. 

By the end of these summer clinical experiences, students are expected to independently manage familiar patients, at level of a competent clinician with familiar patients.

Third Year

In the Spring semester of the third year, students participate in a 7-week and 8-week full-time clinical experiences. In certain circumstances this is combined into one 15-week clinical experience.

These full-time clinical experiences emphasize student demonstration of competency in physical therapy patient/client examination, evaluation, diagnosis, prognosis, and intervention strategies and includes management and peer/patient/family teaching supervised by a licensed physical therapist. 

By the end of this terminal clinical experience, students are expected to perform at level of a competent clinician of all patients (entry level performance) in the setting in which the clinical experience is completed.

Clinical Resources

Access to clinical education resources is available through EXXAT.

Resources in Exxat    https://apps.exxat.com/public/steps/FloridaGulfCoast-PT/Home

Getting started with the Course Schedule Search

Search for program courses by using the Course Schedule Search utility.

Go to the Course Schedule Search Web page, then follow these steps:

1. Select an Academic Year from the TERM dropdown (required)
2. Select one or more of the search options to narrow your results (for example, CAMPUS, COLLEGE, DEPARTMENT, LEVEL, PREFIX*, COURSE ATTRIBUTE**). For virtual or web courses, select VIRTUAL in the CAMPUS field.
3. Press Search.

*A course prefix is a three-letter designator for a major division of an academic discipline (for example, ACG for Accounting , BSC for Biological Science, ENC for English Composition). See the Degree Requirements page for a list of courses (with prefix and number) that can be used to fulfill degree requirements.

**A course attribute identifies specific characteristics of courses that can be used in a Degree Evaluation to satisfy a degree requirement. (Course attribute examples are Humanities courses - GEHM and Social Science courses - GESO.)

Typical Physical Therapy Course Schedule By Semester

Year 1	Year 2	Year 3
Fall 1	Fall 2	Fall 3
Spring 1	Spring 2	Spring 3
Summer 1	Summer 2

1. Model professional behaviors that are consistent with professional excellence and the expectations of the profession and the consumer.
2. Practice utilizing patient/client management skills consistent with contemporary practice.
3. Experience areas of personal growth necessary for the transition into becoming a professional.
4. Recognize the importance of and pursue community involvement as part of his/her professional responsibility and civic engagement.
5. Appropriately use and modify written, oral and non-verbal communication with clients, families and colleagues.
6. Practice effectively and are able to respond to change within a dynamic health care environment.

Tuition and Fees                                             

Information on Tuition, Fees and estimated total Cost of Attendance is available on the Office of the Bursar web site.

Click here to download the APTA Student Financial Fact Sheet

Students who meet the criteria can apply for instate residency status after the first year. See the Registrar's website for more information.

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DPT students have additional costs, some examples are:
Program Fee $701
Laboratory and clinical uniforms $150
CPR/First Aid AED training $50x2
Immunizations $ as needed
Criminal record background review and Castle Branch $125
Membership dues for professional organizations $90x3
Professional certification exams, $ based on Independent study or Independent research
Travel to off campus learning experiences and clinical rotations $ as where located
Housing room and board ~$9,700 as identified in Financial Aide or per your selection on campus or off campus

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Financial Aid Opportunities

Visit Graduate Studies Scholarship

Visit FGCU's Financial Aid Web site for information about grants, additional scholarships, loans, and student employment.

Health Scholarships

Complete one FGCU Foundation Scholarship application to qualify for more than 300 scholarships. Scholarship awards average $1,600.
Examples of scholarships include:

• Students who return to complete a degree after taking time off
• Students 23 years or older
• Students from the surrounding five counties: Collier, Lee, Glades, Hendry and Charlotte
• Students interested in pediatrics who plan to stay in SWFL after graduation
• Students living in Lehigh Acres
• and more...

Apply now,

The Physical Therapy faculty believe learning flourishes in an environment where inquiry is modeled and fostered. Faculty create an atmosphere conducive to the exchange of information, ideas and skills. Learning is fostered in an environment that embraces diversity, mutual respect, a sense of interdependence, integrity and academic freedom.  

The establishment of lifelong learning requires active participation of both faculty and students where each values and respects the other‘s unique and diverse learning styles and experiences. Learning is rigorous and rewarding, leaving no one unchanged by the shared experience. Early learning occurs best in context and in an environment that nurtures personal and professional growth. This provides the best foundation on which more complex learning experiences are built. The Physical Therapy program provides this necessary foundation through contextual learning experiences within the concurrent expectation that the student generalize learned material in new contexts within the community.

Graduates of the Physical Therapy program must be mature, critical thinkers prepared for collaborative practice and leadership in the profession. They must anticipate and respond appropriately to ongoing changes in the health care environment. Such necessary competence includes intellectual inquisitiveness, a commitment to lifelong learning, skills and resources to adapt to changes in physical therapy practice.  

Graduates of the program reflect the diverse backgrounds, experiences and interests of the community that the University serves. Through active participation in inter-professional coursework and community experiences, graduates are skilled in effective communication, facilitating teamwork and model leadership within their work environments and in their communities. All graduates are exposed to experiences that cultivate cultural awareness and sensitivity to age, gender and cultural diversity. Skilled, knowledgeable, self-directed, adaptable, and compassionate graduates are prepared to meet the needs of patients, clients, the profession, and the community as autonomous practitioners.  

The program prepares graduates to enter contemporary practice in the profession of physical therapy. Graduates become proficient in employing current sources of information as they relate to learning and evidence-based practice. The faculty facilitates the development of an entry level physical therapist, who is able to adapt to change in a variety of practice settings and integrate evidence-based knowledge and skills into practice. Reflective of this, the academic program is designed to meet the diverse needs of the Doctor of Physical Therapy graduates of today and of the future.

PT Profession Today

Developments, links, opportunities, trends.

Physical Therapy today is a very broad profession, with a full range of practice areas from generalist to specialist, geriatric to pediatric. Changes in methodologies, health care, and other issues can dramatically affect the field and its practitioners. The best way to keep abreast of new and interesting information is by following the links below.

Below are program outcomes:

Class of:	2022 - 2023
Graduation Rate:	96.4%
# grads who took the exam at least once:	51
First time pass rate	90.2
# grads who passed the exam after all attempts:	51
Licensure Pass Rate:	100%
Employment Rate:	100%

2024 Graduating Cohort - FSBPT Outcome Report

The DPT Program at Florida Gulf Coast University is accredited 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: http://www.capteonline.org.  If needing to contact the program/institution directly, please call 239-590-7530 or email DPTadmissions@fgcu.edu .