Dr. Roger J. Ward, EdD JD, MSL, MPA - Maryland Higher Education Commission
Dr. Roger J. Ward, EdD JD, MSL, MPAInterim Provost and Executive Vice PresidentDean, Graduate SchoolOffice of Academic Affairs/Graduate School220 Arch Street, Room 03-118Baltimore, MD 21201410 706 2477rward@umaryland.eduwww.umaryland.eduApril 1, 2021James D. Fielder, Jr., PhDSecretary of Higher EducationMaryland Higher Education Commission6 N. Liberty Street, 10th FloorBaltimore, MD 21201Dear Dr. Fielder,This letter is in response to the notification received on March 2, 2021, regarding StevensonUniversity’s proposal entitled, “New Academic Program Doctorate in Physical Therapy(DPT)”. The University of Maryland, Baltimore is filing an objection to StevensonUniversity’s proposed DPT program based on the following criteria: COMAR 13B.02.03.09: Unreasonable program duplication which would causedemonstrable harm to another institution.The University of Maryland School of Medicine (UMSOM), Department of PhysicalTherapy and Rehabilitation Science (PTRS), has been preparing individuals to becomelicensed physical therapists for 64 years. Degrees awarded for this physical therapytraining have evolved as the profession has matured from BSPT in 1956, to MPT (19912004), to Doctor of Physical Therapy (DPT) in 2001. Evidence that there is an existing program with similar curriculum andprogram objectives. The title of the program, degree level, area ofspecialization (if applicable), and HEGIS and CIP code must be provided inthe objection.Currently, there are two CAPTE accredited programs that offer a Doctorate in PhysicalTherapy (DPT) in Maryland: University of Maryland School of Medicine and Universityof Maryland Eastern Shore. The request from Stevenson University is a duplication of areaprograms and does not meet a regional nor statewide need consistent with the State Planfor Postsecondary Education. Within a radius of 250 miles, there are more than twentycolleges and universities in bordering states that offer programs for a DPT degreeincluding:
Institution**University of DelawareWest Virginia UniversityVirginia Commonwealth UniversityUniversity of LynchburgShenandoah UniversityOld Dominion UniversityMarymount UniversityMary Baldwin UniversityHampton UniversityAlvernia UniversityArcadia UniversityChatham UniversityDeSales UniversityDrexel UniversityDuquesne UniversityLebanon Valley CollegeMisericordia UniversityNeumann UniversitySaint Francis UniversitySlippery Rock University of PennsylvaniaTemple UniversityThomas Jefferson UniversityUniversity of PittsburghUniversity of ScrantonUniversity of the SciencesWidener University*** TDPTDPTDPTDPTDPTDPTDPTDPTDPTDPTDPTIPEDS* directory.aspxIntegrated Postsecondary Education Data System (IPEDS) replaced the Higher EducationGeneral Information Survey (HEGIS) in 1986. df )https://nces.ed.gov/ipeds/find-your-college Evidence of current student enrollment in an existing program.UMSOM has a total of 2,842 graduates from its DPT education programs since 1958. TheDPT program has accreditation from the Commission on Accreditation in Physical TherapyEducation (CAPTE) through October of 2027. The DPT Class of 2019 achieved a 100%ultimate pass rate on the national physical therapy licensing exam (NPTE), and thegraduating Class of 2020 had a ultimate pass rate of 95% at the end of FY20, exceedingthe CAPTE Standards and Required Elements for Accreditation of Physical TherapistEducation Programs. Despite the pandemic, the UMSOM DPT Class of 2021 is meetingtheir requirements for graduation in May 2021; the Class of 2022 has maintained theirprogress; and the current Class of 2023, with a class enrollment of 70 students, successfully
began their education experience on-schedule. This increased cohort size meets CAPTEregulations which limits how much a program can increase its class size. 1The University of Maryland School of Medicine (UMSOM) has the potential for increasedgeographic reach. However, in the academic year 2019-2020, 87% of the students enrolledin the UMSOM DPT program were in-state applicants. The approval of an additional DPTprogram, that serves the same community, will harm the UMSOM DPT program’s abilityto recruit in-state applicants.UMSOM DPT Program AdmissionsCycleIn-state applicantsOut of state 7%13%2020-202177%*23%**As of 3/25/21, this is the current breakdown of those who have accepted theoffer of admission. This may change as students officially enroll in the program.A recent review of UMSOM DPT admissions data shows a decline in the number ofstudents applying to the program with less than 600 applicants for the last three years. Ofthe applications that can be considered for admission, 18%-28% do not meet the minimalcriteria.Cycle# applicationscomplete/verified/reviewedon 543% applicationsthat did not metPTRS admissioncriteria28%25%21%18%The matriculation rate at UMSOM is 11%-14%.Cycle# applicationscomplete/verified/reviewedon 543MatriculationRate(Cohort 70students)11%13%14%13%CAPTE Rules of Practice and Procedure, 9.9, page 89; ice-and-procedure1
Many students receive their undergraduate education in Maryland. The number of enrolledstudents that receive their undergraduate education in Maryland is 51%-68%. Our abilityto recruit students from Maryland schools will be impacted negatively if another DPTprogram is also recruiting students from % enrolled studentsfrom in-stateundergrad program61%51%68%TBD% enrolled studentsfrom out of stateundergrad programs39%49%32%TBDOne of UMSOM DPT program goals is to promote the provision of clinical service to thecitizens of Maryland upon graduation with at least 50% of the graduates licensed to workin the state of Maryland. The addition of a new DPT program will negatively impact ourability to meet this established goal. Evidence that the purpose or objective of the proposed program is duplicativeof an existing program.The Doctor of Physical Therapy curriculum, at the University of Maryland School ofMedicine (UMSOM), is designed to be completed in three years with the goal to preparephysical therapy students to function as independent entry-level practitioners upongraduation. The proposed DPT program for Stevenson University has a duplicate timelineand would have inherently duplicative objectives based off the same Commission onAccreditation in Physical Therapy Education (CAPTE) requirements. Furthermore, theaddition of the Stevenson University’s DPT program would serve the same community asUMSOM. Evidence and thorough analysis that an existing program has similarcurriculum and course offerings. A side-by-side comparison of courses andcourse objectives must be included in the objection.The proposed curriculum for the DPT program at Stevenson University is similar to theDPT Program’s curriculum at the UMSOM, as indicated below:University of Maryland School ofMedicine DPT ProgramDPTE 511 Basic Sciences I provides astudy of the morphology of the humanbody including the macroanatomy (grossanatomy), microanatomy (histology) ofthe basic tissues, and provides anintroduction into the mechanisms ofProposed Stevenson University DPTProgramPT 605 Advanced Human Anatomy (8credits) Explores human anatomy inrelation to movement and theinterrelationship of human body systems.All body systems are studied in depthusing cadaver dissection, with particular
diseases. It includes the study of thebones, ligaments, muscles, nerves,blood vessels, and their associatedorgans. Emphasis is placed on themusculoskeletal and neuromuscularsystems with relation to movement.Consideration is given to clinical entities,by including imaging and clinical cases.Formal lectures, laboratory experiences(including cadaver dissections,observation of radiographs, andmicroscopy sessions) are supplementedby required reading, CD-ROM materialand web-based resources. [9SHC]DPTE 512 Professional Issues I focuseson the orientation of the student to theDepartment of Physical Therapy and theAmerican Physical Therapy Associationpolicies and procedures. This orientationis designed to ensure student compliancewith all departmental, university, andprofessional regulations and guidelinesfor conduct. Discussions of the MarylandPhysical Therapy Practice Act and theGuide to Physical Therapy Practice willprovide the opportunity for the student toexamine the ethical and professionalissues surrounding physical therapypractice and conduct. [3SHC]DPTE 513 Basic Sciences II provides anintegrated “systems-oriented” approach tothe morphological and developmentalorganization of the human body.Integrated study of neuroanatomy,embryology, histology, physiology,pathology, and pharmacology isemployed in this Block to preparestudents for the rest of the professionalcurriculum. Each of the body’s majororgan systems will be studied beginningwith structural and functional aspects ofindividual cell types and progressing totissue and systems levels. Theinterdependence of structure and functionof tissues and organs is emphasizedattention to the cardiovascular, pulmonary,integumentary, musculoskeletal, andneuromuscular systems.PT 610 Professional Issues I (3 credits)Introduces the clinical settings in whichPhysical Therapists work, includingoutpatient clinic, inpatient hospital, andlong-term care settings. Interprofessionalcollaboration, the concept of the PhysicalTherapist as an integral member of thehealthcare team and legal, regulatory, andethical standards are discussed.
throughout the lifespan with an emphasison movement. Examination skillsemphasized include vital signs, cranialnerve testing, sensory testing, andselected outcome measures. Exercisephysiology, fundamentals of exercisetraining, exercise testing, and exerciseprescription are discussed in relation topatient populations. The first twomodules of the UMSOM Foundations ofInterprofessional Education and Practicecourse are embedded in this Block.Students work with an interprofessionalteam in a collaborative manner tocomplete assignments and learn aboutinterprofessional teamwork in anevolving health care system. [15 SHC]DPTE 514 Basic Sciences III integratesand consolidates the foundations ofmovement sciences and biophysicalsciences pertaining to human functionacross the lifespan. [includes pediatrics togeriatrics] It will serve as an interfacebetween the previous basic scienceBlocks and the clinical sciences Blocks.Students will acquire knowledge in theapplication of biomechanical and pathomechanical correlates and motor behaviortheories to the analyses of movements inhealth and pathology and use thisknowledge to develop basic screening,evaluation, assessment and performancemeasures and skills. They will developthe basic skills of documenting andreporting the findings of the studiedevaluation measures and interventionoutcomes. The student will learn todescribe, operate and apply skillfullyvarious therapeutic technologies used inhabilitation and rehabilitation of patientswith musculoskeletal, neuromuscular,cardio-pulmonary, vascular, andintegument deficits. Instruction will fostercritical thinking and an evidence-basedapproach to problem solving skills
necessary for developing effective andefficient independent clinicians. The lasttwo modules of the UMSOMFoundations of InterprofessionalEducation and Practice course areembedded in this Block. Students workwith an interprofessional team in acollaborative manner to completeassignments and learn aboutinterprofessional teamwork in anevolving health care system. [12SHC]DPTE 513 Basic Sciences II provides anintegrated “systems-oriented” approach tothe morphological and developmentalorganization of the human body.Integrated study of neuroanatomy,embryology, histology, physiology,pathology, and pharmacology isemployed in this Block to preparestudents for the rest of the professionalcurriculum. Each of the body’s majororgan systems will be studied beginningwith structural and functional aspects ofindividual cell types and progressing totissue and systems levels. Theinterdependence of structure andfunction of tissues and organs isemphasized throughout the lifespanwith an emphasis on movement.Examination skills emphasized includevital signs, cranial nerve testing, sensorytesting, and selected outcome measures.Exercise physiology, fundamentals ofexercise training, exercise testing, andexercise prescription are discussed inrelation to patient populations. The firsttwo modules of the UMSOM Foundationsof Interprofessional Education andPractice course are embedded in thisBlock. Students work with aninterprofessional team in a collaborativemanner to complete assignments andlearn about interprofessional teamwork inan evolving health care system. [15 SHC]PT 615 Advanced Human Physiology (4credits) Focuses on the physiology ofhuman body systems. The physiologicaleffects of selected pharmacologicalinterventions are discussed, particularly inrelation to physical therapy examination,evaluation, and interventions.
DPTE 513 Basic Sciences II provides anintegrated “systems-oriented” approach tothe morphological and developmentalorganization of the human body.Integrated study of neuroanatomy,embryology, histology, physiology,pathology, and pharmacology isemployed in this Block to preparestudents for the rest of the professionalcurriculum. Each of the body’s majororgan systems will be studied beginningwith structural and functional aspects ofindividual cell types and progressing totissue and systems levels. Theinterdependence of structure and functionof tissues and organs is emphasizedthroughout the lifespan with an emphasison movement. Examination skillsemphasized include vital signs, cranialnerve testing, sensory testing, andselected outcome measures. Exercisephysiology, fundamentals of exercisetraining, exercise testing, and exerciseprescription are discussed in relation topatient populations. The first twomodules of the UMSOM Foundations ofInterprofessional Education and Practicecourse are embedded in this Block.Students work with an interprofessionalteam in a collaborative manner tocomplete assignments and learn aboutinterprofessional teamwork in an evolvinghealth care system. [15 SHC]PT 616 Exercise Physiology (2 credits)Introduces principles of exercisephysiology and examines thephysiological responses to acute andchronic physical activity. The role ofexercise physiology in the treatment andrehabilitation of various patientpopulations is explored.DPTE 513 Basic Sciences II provides anintegrated “systems-oriented” approach tothe morphological and developmentalorganization of the human body.Integrated study of neuroanatomy,embryology, histology, physiology,pathology, and pharmacology isemployed in this Block to preparestudents for the rest of the professionalcurriculum. Each of the body’s majororgan systems will be studied beginningwith structural and functional aspects ofPT 620 Human Growth and Development(3 credits) Provides an analysis of normalgrowth, development, and aging, relatingto motor and cognitive function across thelifespan.
individual cell types and progressing totissue and systems levels. Theinterdependence of structure and functionof tissues and organs is emphasizedthroughout the lifespan [includespediatrics to geriatrics] with anemphasis on movement. Examinationskills emphasized include vital signs,cranial nerve testing, sensory testing, andselected outcome measures. Exercisephysiology, fundamentals of exercisetraining, exercise testing, and exerciseprescription are discussed in relation topatient populations. The first twomodules of the UMSOM Foundations ofInterprofessional Education and Practicecourse are embedded in this Block.Students work with an interprofessionalteam in a collaborative manner tocomplete assignments and learn aboutinterprofessional teamwork in an evolvinghealth care system. [15 SHC]DPTE 524: Neuromuscular I covers theadvanced study of neurological disordersof the central, sympathetic, and peripheralnervous systems across the lifespan.Cognition and perception are covered inthis Block. Emphasis is placed onproblem-solving and integrating newexamination skills and intervention skillsas well as those covered in previouscourses to help students further developtheir skills in establishing and executing acomprehensive plan of care for theneurological population. This courseintroduces skills for the identification andcritique of evidence to support clinicalpractice and training in decision makingto develop the skills necessary forindependent practice with neurologicpatient populations. [7SHC]DPTE 513 Basic Sciences II provides anintegrated “systems-oriented” approach tothe morphological and developmentalPT 625 Pathophysiology (3 credits)Examines the general pathology and thephysiological and anatomical changes that
organization of the human body.Integrated study of neuroanatomy,embryology, histology, physiology,pathology, and pharmacology isemployed in this Block to preparestudents for the rest of the professionalcurriculum. Each of the body’s majororgan systems will be studied beginningwith structural and functional aspects ofindividual cell types and progressing totissue and systems levels. Theinterdependence of structure and functionof tissues and organs is emphasizedthroughout the lifespan with anemphasis on movement. Examinationskills emphasized include vital signs,cranial nerve testing, sensory testing, andselected outcome measures. Exercisephysiology, fundamentals of exercisetraining, exercise testing, and exerciseprescription are discussed in relation topatient populations. The first two modulesof the UMSOM Foundations ofInterprofessional Education and Practicecourse are embedded in this Block.Students work with an interprofessionalteam in a collaborative manner tocomplete assignments and learn aboutinterprofessional teamwork in an evolvinghealth care system. [15 SHC]DPTE 514 Basic Sciences III integratesand consolidates the foundations ofmovement sciences and biophysicalsciences pertaining to human functionacross the lifespan. [includes pediatricsto geriatrics] It will serve as an interfacebetween the previous basic scienceBlocks and the clinical sciences Blocks.Students will acquire knowledge in theapplication of biomechanical and pathomechanical correlates and motor behaviortheories to the analyses of movements inhealth and pathology and use thisknowledge to develop basic screening,evaluation, assessment andaccompany disease, injury, or abnormaldevelopment. Pathophysiology of themajor body systems and mechanisms ofdisease processes are discussed in relationto impacts on the movement, diagnosisand treatment, including physical therapyinterventions.
performance measures and skills.Students will learn about examinationskills (range of motion, strength testing,balance testing, sensory testing) andfunctional mobility (bed mobility,transfers, gait training, assistive devicetraining). They will develop the basicskills of documenting and reporting thefindings of the studied evaluationmeasures and intervention outcomes.The student will learn to describe, operateand apply skillfully various therapeutictechnologies (heat/cold modalities,ultrasound, electrical stimulation) andmassage used in habilitation andrehabilitation of patients withmusculoskeletal, neuromuscular, cardiopulmonary, vascular, and integumentdeficits. Instruction will foster criticalthinking and an evidence-based approachto problem solving skills necessary fordeveloping effective and efficientindependent clinicians. Safety isemphasized in all activities. The last twomodules of the UMSOM Foundations ofInterprofessional Education and Practicecourse are embedded in this Block.Students work with an interprofessionalteam in a collaborative manner tocomplete assignments and learn aboutinterprofessional teamwork in an evolvinghealth care system. [12SHC]DPTE 520 Medical Issues provides thestudent with knowledge of commonmedical and surgical conditions thatpresent throughout the lifespan. Theemphasis is the examination, evaluation,and interventions [includes breathingexercises, aerobic exercises, postureexercises, strength training with orwithout resistance, range of motionexercises, and development of a homeexercise program] for patients who aremedically complex in all treatmentsettings. Cardiovascular and pulmonary
pathology, examination, differentialdiagnosis, and intervention areemphasized. The hospital clinicalpractice setting will serve as theintroductory benchmark for instructionand will highlight, compare, and contrastthe variety of settings reflective of patientacuity – emergency room, intensive careunit, transitional care unit and generalmedical/surgical units. This Blockincludes the etiology and management ofcongenital, traumatic, and acquiredpathological amputations includingorthotics and prosthetics. Clinical woundmanagement practices are outlined formultiple types of open wounds, burns andcommon dermatologic disorders. ThisBlock includes analysis of laboratory andmedical/surgical data, outcomemeasures, patient co-morbidities/riskfactors, resource availability andinformation gained throughinterdisciplinary professional interactions.Students gain exposure to evidence-basedpractice through interactive dialogue inresearch seminars. [12SHC]DPTE 514 Basic Sciences III integratesand consolidates the foundations ofmovement sciences and biophysicalsciences pertaining to human functionacross the lifespan. [includes pediatrics togeriatrics] It will serve as an interfacebetween the previous basic scienceBlocks and the clinical sciences Blocks.Students will acquire knowledge in theapplication of biomechanical andpatho-mechanical correlates and motorbehavior theories to the analyses ofmovements in health and pathology anduse this knowledge to develop basicscreening, evaluation, assessment andperformance measures and skills.Students will learn about examinationskills (range of motion, strength testing,balance testing, sensory testing) andPT 630 Biomechanics (3 credits) Focuseson the mechanical aspects of humanmovement. The application of physicallaws to the analysis and assessment ofbody movement in a variety of contexts,including athletic performance and dailyliving activities, as well as the impact ofaging, injury, and disease on humanmovement are discussed.
functional mobility (bed mobility,transfers, gait training, assistive devicetraining). They will develop the basicskills of documenting and reporting thefindings of the studied evaluationmeasures and intervention outcomes. Thestudent will learn to describe, operate, andapply skillfully various therapeutictechnologies (heat/cold modalities,ultrasound, electrical stimulation) andmassage used in habilitation andrehabilitation of patients withmusculoskeletal, neuromuscular, cardiopulmonary, vascular, and integumentdeficits. Instruction will foster criticalthinking and an evidence-based approachto problem solving skills necessary fordeveloping effective and efficientindependent clinicians. Safety isemphasized in all activities. The last twomodules of the UMSOM Foundations ofInterprofessional Education and Practicecourse are embedded in this Block.Students work with an interprofessionalteam in a collaborative manner tocomplete assignments and learn aboutinterprofessional teamwork in an evolvinghealth care system. [12SHC]DPTE 520 Medical Issues provides thestudent with knowledge of commonmedical and surgical conditions thatpresent throughout the lifespan. Theemphasis is the examination, evaluation,and interventions [includes breathingexercises, aerobic exercises, postureexercises, strength training with orwithout resistance, range of motionexercises, and development of a homeexercise program] for patients who aremedically complex in all treatmentsettings. Cardiovascular and pulmonarypathology, examination, differentialdiagnosis, and intervention areemphasized. The hospital clinicalpractice setting will serve as thePT 635 Examination, Evaluation, andDifferential Diagnosis (3 credits)Introduces the principles of clinicalexamination, evaluation, and diagnosis.Emphasis is placed on data collection,including the process of obtaining apatient history, selecting andadministering appropriate tests andmeasures, and interpreting diagnosticimaging for the purposes of providing adiagnosis.
introductory benchmark for instructionand will highlight, compare, and contrastthe variety of settings reflective of patientacuity – emergency room, intensive careunit, transitional care unit and generalmedical/surgical units. This Blockincludes the etiology and management ofcongenital, traumatic, and acquiredpathological amputations includingorthotics and prosthetics. Clinical woundmanagement practices are outlined formultiple types of open wounds, burns andcommon dermatologic disorders. ThisBlock includes analysis of laboratory andmedical/surgical data, outcomemeasures, patient co-morbidities/riskfactors, resource availability andinformation gained throughinterdisciplinary professional interactions.Students gain exposure to evidence-basedpractice through interactive dialogue inresearch seminars. [12SHC]DPTE 524 Neuromuscular I covers theadvanced study of neurological disordersof the central, sympathetic, and peripheralnervous systems across the lifespan.Cognition and perception are covered inthis Block. Emphasis is placed onproblem-solving and integrating newexamination skills and intervention skillsas well as those covered in previouscourses to help students further developtheir skills in establishing and executing acomprehensive plan of care for theneurological population. This courseintroduces skills for the identification andcritique of evidence to support clinicalpractice and training in decision makingto develop the skills necessary forindependent practice with neurologicpatient populations. [7SHC]DPTE 522 Musculoskeletal I addressesorthopedic injuries of the spine and lowerextremities. The focus is on clinicallyrelevant examination and intervention
techniques of persons throughout thelifespan. This Block includes criticalexamination, differential diagnosis,diagnostic imaging, communication, andeffective documentation for appropriatelymanaging persons with orthopedicinjuries and diseases. The focus of theinterventions for the specific body regionsincludes mobilization, manual therapyand soft tissue techniques, therapeuticexercise, posture exercise, anddevelopment of home programs. Studentsparticipate in scholarship activities insmall groups with a faculty member.[7SHC]DPTE 520 Medical Issues provides thestudent with knowledge of commonmedical and surgical conditions thatpresent throughout the lifespan. Theemphasis is the examination, evaluation,and interventions [includes breathingexercises, aerobic exercises, postureexercises, strength training with orwithout resistance, range of motionexercises, and development of a homeexercise program] for patients who aremedically complex in all treatmentsettings. Cardiovascular andpulmonary pathology, examination,differential diagnosis, and interventionare emphasized. The hospital clinicalpractice setting will serve as theintroductory benchmark for instructionand will highlight, compare, and contrastthe variety of settings reflective of patientacuity – emergency room, intensive careunit, transitional care unit and generalmedical/surgical units. This Blockincludes the etiology and management ofcongenital, traumatic, and acquiredpathological amputations includingorthotics and prosthetics. Clinical woundmanagement practices are outlined formultiple types of open wounds, burns andcommon dermatologic disorders. ThisBlock includes analysis of laboratory andPT 640 Cardiovascular and PulmonaryPhysical Therapy (2 credits) Exploresphysical therapy treatment in the contextof the cardiopulmonary system. Theimpact of cardiopulmonary disfunction asa complication of other medical conditionsis discussed, particularly as it relates tophysical therapy examination, evaluation,diagnosis, and intervention.
medical/surgical data, outcome measures,patient co-morbidities/risk factors,resource availability and informationgained through interdisciplinaryprofessional interactions. Students gainexposure to evidence-based practicethrough interactive dialogue in researchseminars. [12SHC]DPTE 523 Integrated Clinical ExperienceI introduces students to the clinicalenvironment in order to practice theirclinical skills under direct supervisionof a clinical instructor. Students will havethe opportunity to apply didacticknowledge, develop professionalbehaviors, and practice hands-on skills. [2SHC]PT 650 Integrated Clinical Experience I (1credit) Provides the opportunity to observea variety of physical therapy clinicalsettings and practice basic examinationand patient interview skills undersupervision. A minimum of threeobservations are included, emphasizinghospital inpatient and clinical outpatientsettings. Additional observations in longterm care, home health, school, sports, orother settings may also be included.DPTE 526 Integrated Clinical ExperienceII provides students the opportunity topractice their clinical skills in a clinicalenvironment under direct supervisionof a clinical instructor. Students will havethe opportunity to apply didacticknowledge, d
Slippery Rock University of Pennsylvania DPT 216038 51.2308 Temple University DPT 216339 51.2308 Thomas Jefferson University DPT 216366 51.2308 University of Pittsburgh DPT 215293 51.2308 . Proposed Stevenson University DPT Program . DPTE 511 Basic Sciences I provides a study of the morphology of the human body including the macroanatomy (gross
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