Neurologic Physical Therapy Residency
The 12-month postprofessional Neurologic Physical Therapy Residency program at A.T. Still University (ATSU) is designed to elevate the clinical skills and knowledge from a general practitioner to that of a clinical specialist in neurologic physical therapy. Operating as a collaborative model, the Neurologic Physical Therapy Residency program is built from a strong clinical reasoning base. Residents will gain advanced critical thinking skills and become expert clinicians who practice evidence-based whole-person healthcare.
Residents in the Neurologic Physical Therapy Residency program receive nearly 300 hours of didactic instruction and at least 150 hours of clinical mentoring. Supervised clinical mentorship and teaching are key components of the Neurologic Physical Therapy Residency program. Each week includes mentored clinical practice with an expert neurologic physical therapist. Residents may stay at their current site of employment with an approved clinical mentor or relocate to an approved clinical site. The didactic curriculum includes online coursework, case studies, and weekend continuing education courses. Residents participate in biweekly personal video conversations with ATSU faculty, discussing curriculum topics and applying the curriculum to patient cases. Residents will also gain experience in teaching an online evidence-based practice course to students in ATSU’s Doctor of Physical Therapy program.
Neurologic Physical Therapy Residency program curriculum
The didactic curriculum includes six online courses delivered over two semesters and the final course includes the resident’s capstone project. In addition, three to four continuing education courses are conducted and augment the online coursework. The didactic component of the residency curriculum is centered on the ABPTS Description of Specialty Practice in Neurology and the best evidence available in the practice of neurologic physical therapy.
NOTE: We are not accepting applications for the 2022-2023 year
Minimal eligibility requirements for acceptance into the program include:
- Unrestricted license in physical therapy in the state in which the resident will practice physical therapy during the residency.
- Employment in an approved clinical site with an approved clinical mentor.
- Submission of application to the American Physical Therapy Association (APTA) residency centralized application system (RF-PTCAS).
- Submission of secondary application to the Residency Program.
- Resident must be employed in an approved physical therapy clinical setting with a wide variety of patients with neurologic conditions.
- Resident must have an approved clinical mentor provide a minimum of 3 hours of one-on-one mentoring of patient care per week.
- Submit primary application through RF-PTCAS at https://rfptcas.liaisoncas.com.
- The deadline to apply through RF-PTCAS is August 1 of the year of anticipated enrollment.
- Items required of applicants in the RF-PTCAS primary application:
- Complete RF-PTCAS application and fee
- Official transcripts from every physical therapy U.S. college and university attended
- Three received electronic evaluations
- Program specific supplemental requirement:
- Supplemental fee of $70
- Additional information detailing clinical site and mentor
- Interview with residency program director
- **No additional evaluations required aside from the 3 required by RF-PTCAS
- Applicants are required to demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A.T. Still University. Written and spoken proficiency in the English language may be demonstrated by one of the following options:
- Option 1 - English is your first language.
- Option 2 - Graduated from a regionally accredited four year university or college in the United States (minimum BA or BS).
- Option 3 - You are demonstrating your English proficiency by submitting acceptable scores on the Test of English as a Foreign Language (TOEFL) or the International English Testing Service (IELTS).
- Acceptable minimal scores for ASHS applications are: Internet based total score = 80; Acceptable IELTS score are an overall band score of 6.5
- Qualities desired for residency applicants:
- Strong desire to advance clinical skills and knowledge
- Strong communication skills
- Evidence of self-initiative and self-responsibility
- Commitment to patient-centered practice
The TOEFL is administered by TOEFL/TSE Services, P.O. Box 6151, Princeton, NJ, 08541-6151, USA 609. 771.7100. Information is available at www.ets.org/toefl. A.T. Still University’s institutional code is 0339. Please be sure to include this information when you submit your application packet. TOEFL Educational Testing Services P.O. Box 6151 Princeton, NJ 08541-6151 609.771.7100
- 2020-2021 - Admitted 2; Graduated 2
- 2019-2020 - Admitted 2; Graduated 2
- 2018 -2019 - Admitted 3; Graduated 2
- 2017-2018 – Admitted 5; Graduated 5
- 2016-2017 – Admitted: 3; Graduated: 3
- 2015-2016 – Admitted: 1; Graduated: 1
- 2014-2015 – Admitted: 2; Graduated: 2
NCS Exam Pass Rate
- 2020 - 100%
- 2019 - 100%
- 2018 - 80%
- 2017 – 67%
- 2016 – 100%
- 2015 – 50%
Theoretical Framework for Management of Individuals with Neurological Conditions+
Elements that contribute to a conceptual framework for assessment and treatment of individuals with neurological conditions are presented. The conceptual framework for clinical practice that will be utilized throughout the curriculum derives strongly from the integration of a task-oriented approach to examination and intervention with the model of the International Classification of Functioning, Disability, and Health. The course includes a review of motor control and motor learning theories including the relevant neuroanatomy and physiology. The process of evidence-based practice is emphasized, including an overview of research design and statistics.
Neurologic Impairments and Evidence-Based Outcome Measures+
This course provides an in-depth review of impairments and activity limitations resulting from neurologic pathology including methods of classifying impairments, discussion of impairments of cognitive, sensory and perceptual, and action systems, including the musculoskeletal and neuromuscular systems. Current evidence of problems underlying abnormal postural control and types of postural control problems associated with different neurologic conditions is presented. Evidence-based tests and measures used for examination of neurologic impairments and activity limitations are presented and practiced. This course also includes a task-oriented approach to examination of a mobility disorder with an application of gait examination to a current patient.
Clinical Management of Neurological Conditions I+
Clinical management of individuals with neurologic conditions including stroke, traumatic brain injury, and spinal cord injury. Current evidence-based approaches to examination and intervention for management of impairments and activity limitations associated with these conditions are presented. Epidemiology, pathology, diagnostic testing, and pertinent medical and surgical management, including pharmacologic management, of these diagnoses are included. A strong emphasis will be placed on applying new knowledge to direct patient care in the clinic.
Clinical Management of Neurological Conditions II+
Clinical management of individuals with neurological conditions including Parkinson’s disease, multiple sclerosis, and central nervous system neoplasms. Current evidence-based approaches to examination and intervention for management of impairments and activity limitations associated with these conditions are presented. Epidemiology, pathology, diagnostic testing, and pertinent medical and surgical management, including pharmacologic management, of these diagnoses are included. A strong emphasis will be placed on applying new knowledge to direct patient care in the clinic. Psychological factors and psychological disorders related to illness and recovery from neurological conditions are included.
Clinical Management of Neurological Conditions III+
Clinical management of individuals with neurological conditions including lower motor neuron pathology, amyotrophic lateral sclerosis, central nervous system infections, and vestibular disorders. Current evidence-based approaches to examination and intervention for management of impairments and activity limitations associated with these conditions are presented. Epidemiology, pathology, diagnostic testing, and pertinent medical and surgical management, including pharmacologic management, of these diagnoses are included. A strong emphasis will be placed on applying new theoretic knowledge to direct patient care in the clinic. This course includes discussion of motor development and developmental abnormalities of the nervous system.
Neurology Residency Capstone Project+
The resident applies the principles of evidence-based practice to a real patient case. The resident is expected to submit a written case study, including an abstract submission for presentation at a combined sections meeting, detailing this application at the completion of the course.
Review tuition and fees for the Neurologic Physical Therapy Residency program. Please note tuition and fees are subject to change.
Dr. Kuettel is an assistant professor at A.T. Still University in the physical therapy program where she teaches in the neurologic and geriatric curriculums. She is board-certified in both neurology and geriatrics by the American Board of Physical Therapy Specialties and also specializes in vestibular rehab. Dr. Kuettel has over 6 years of clinical experience with focus on neurorehabilitation in adults as well as mentorship of physical therapy graduate students, neurologic residency program participants and coordination of neurologic residency programs. Dr. Kuettel received her bachelor’s degree from the University of Arizona (2006), her doctorate in physical therapy from A.T. Still University School of Health Sciences (2010) and completed a neurologic residency program at Scottsdale Healthcare/NAU (2012). She is a member of the American Physical Therapy Association (APTA), and actively serves on the APTA House of Delegates. Her research interests are within neurologic assessment using standardized outcome measures, rehabilitation techniques in adults with neurologic disease and injury and student perceptions of older adults. She joined ATSU’s physical therapy faculty in 2016.
Virginia Little, PhD, is an assistant professor of physical therapy at ATSU-ASHS. Dr. Little received her master’s degree in physical therapy from Springfield College (2000) and PhD in rehabilitation science from the University of Florida (2013). She completed postdoctoral training in neurophysiology through the University of Florida and the Veteran’s Administration Geriatric Research, Education, and Clinical Center in Gainesville, Fla.
Dr. Little is a board-certified clinical specialist in neurologic physical therapy with over 15 years of clinical experience in adult neurorehabilitation, in both the in- and out-patient settings. Dr. Little’s research interests include the mechanisms of gait impairment and gait recovery following stroke, and the use of clinically-accessible mobile technology for the use of gait analysis. She joined the physical therapy faculty in 2019.
Dr. Glittenberg has been a faculty member of the ATSU Physical Therapy Department since 1996. She is an associate professor for the residential program. She received a bachelor of science degree in literature, science, and the arts and a certificate in physical therapy from Northwestern University, Chicago. Dr. Glittenberg received her PhD in health sciences, with a concentration in international health education and research, from Trident University International. She is a certified neurological clinical specialist (NCS) of the American Physical Therapy Association and has extensive clinical and teaching experience in neurorehabilitation. She has received her certified exercise expert for aging adults (CEEAA) credential through the Academy of Geriatric Physical Therapy. Her primary teaching areas in the residential program are neurorehabilitation and geriatric physical therapy. Her research interests are in the areas of attitudes toward individuals with disability, outcome measures and interventions for individuals with neurological conditions, falls prevention, and healthy aging.
Dr. McIsaac has over 29 years of clinical experience treating adults with neurological conditions, focused in the recent 17 years on the neurodegenerative disorders of Parkinson disease, multiple sclerosis, Alzheimer’s, Huntington’s disease, and amyotrophic lateral sclerosis. She received her B.S. in Physical Therapy from the University of Wisconsin LaCrosse, her PhD in Neuroscience from the University of Arizona, followed by two postdoctoral fellowships in motor learning and control at Teachers College Columbia University and in kinesiology at Arizona State University. She has held faculty positions at Teachers College Columbia University, A.T. Still University, and Creighton University Phoenix. Dr. McIsaac’s research focuses on the interaction of attention and movement (multi-tasking) in older adults and people with neurodegenerative disorders such as Parkinson disease. Her recent NIH-funded project used a driving simulator to identify how difficulties with multi-tasking affects drivers with Parkinson disease, aiming to develop targeted interventions that will extend the years of safe driving. Her other topics of scholarship include the use of horses in therapy for people with neurodegenerative disorders (hippotherapy), and the use of drumming as a therapeutic tool.
Dr. Bordenave, PT, DPT, PhD, is the director of the doctor of physical therapy program and an associate professor. She received her bachelor’s degree in physical therapy from St. Louis University (1985), a master’s degree in education from Arizona State University (2000), and her DPT from A.T. Still University, Arizona School of Health Sciences (2007). In 2016, she completed her PhD at Nova Southeastern University in physical therapy. Dr. Bordenave joined the physical therapy faculty in 1996. Her research interests include qualitative research exploring teaching and learning, professional development, and the impact of interventions. Additionally, she is engaged in research exploring women’s health issues and evidence-based practice. She teaches a course in educational theory and practice within the physical therapy program and continues to teach both the American Physical Therapy Association’s level 1 and level 2 clinical instructor credentialing courses.
Dr. Ann Lee Burch is the dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Burch received her doctor of education from Columbia University, Teachers College in 2005. She received her masters of public health from Columbia University, Mailman School of Public Health in 2002 and her masters of physical therapy from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University. Her BA is in psychology from the University of Rochester.
Prior to her appointment as dean, Dr. Burch served as vice dean for ATSU-ASHS. She served as the chair of the Physical Therapy Department from 2008-January 2012. Prior to ATSU, Dr. Burch was the director of physical therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.
Dr. Burch’s area of scholarly interest and application of that interest is in knowledge, attitudes, and self-efficacy of health care providers and healthcare professional students towards underrepresented patient/client groups.
Dr. Burch is the author of a Guide to Physical Therapy (Vault Publishers) which was written to increase information access about physical therapy to both high school graduates and re-entry adults. She was a co-investigator on an NIH grant at the University of Puerto Rico exploring the feasibility of an exercise program for breast cancer survivors living in San Juan. Dr. Burch has lived in Symi, Greece, Taipei, Taiwan, Ahmdebad, India and San Juan, Puerto Rico, and is committed to research, teaching and service that further the understanding of the impact of socioeconomic and cultural variables on health.
She was a member of the class of 2014 cohort of Women in Educational Leadership at Harvard Graduate School of Education. In 2017 she was the co-PI on a Centers for Disease Control, Association for Prevention and Teaching grant exploring a population health case study format for teaching and communicating the impact of social determinants of health on health disparities. She was recently appointed a peer reviewer for the Higher Learning Commission.
Dr. Salas-Provance, is professor and vice dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Salas-Provance received her doctorate in speech science from the University of Illinois Urbana-Champaign. She received her masters of health administration from the University of Missouri School of Medicine-Columbia. She holds both a bachelors and masters in Speech Pathology from New Mexico State University.
Prior to her appointment as vice dean, Dr. Salas-Provance served as associate dean of academic and student affairs for the School of Health Professions at the University of Texas Medical Branch Galveston. She served as assistant dean and chair in the College of Education, Department of Special Education and Communication Disorders at New Mexico State University in Las Cruces, New Mexico and department chair in the Department of Communication Sciences and Disorders at the University of Montevallo (AL). She held faculty positions at Fontbonne College and St. Louis University, in St. Louis, MO.
She has made extensive professional contributions to the American, Speech, Language & Hearing Association (ASHA), serving on the Speech-Language Pathology Advisory Council, member of the Financial Planning Board, and the Multicultural Issues Board. She served as coordinator of ASHA’s Special Interest Group (SIG) 14, Communication Disorders and Sciences in Culturally and Linguistically Diverse populations and was a founding member and coordinator of SIG 17, Global Issues in Communication Sciences and Disorders. She is an ASHA Fellow and received ASHA’s highest awards for “Special Recognition in Multicultural Affairs” and “Outstanding Contributions in International Achievement.”
Dr.Salas-Provance has served as a clinical educator throughout her academic career, especially related to children with cleft lip and palate. She is a member of an international medical team with Rotaplast International and has traveled worldwide for over 15 years to provide clinical services to children with cleft palate. She implemented a program for graduate students in speech pathology to provide clinical services in Spanish to children with cleft palate in Lima, Peru. In addition to Lima, Peru she has provided clinical services in China, Bangladesh, Philippines, El Salvador, Dominican Republic, Guatemala and Venezuela.
Dr. Salas-Provance is coauthor of the textbook Culturally Responsive Practices in Speech-Language and Hearing Science (Plural Publishing, 2019) which meets the needs for training students in healthcare professions regarding practice with individuals from culturally and linguistically diverse populations. Her research is focused on attitudes towards disability by diverse populations and addressing the use of language interpreters during healthcare and educational encounters.
Over the past ten years she has lectured extensively to international audiences, both in English and Spanish, including as invited speaker for the Congreso Internacional en Trastornos de la Comunicacion at Escuela de Fonoaudiologia (Speech Language Pathology / Audiology) de la Universidad de Talca, Chile and for the Department of Otolaryngology, Hospital Nacional Arzobispo Loayza, Lima, Peru, Endoscopic Evaluation of Velopharyngeal Dysfunction. She was invited keynote speaker for the First International Congress in Speech-Language Pathology and Orthodontics in the area of cleft lip and palate in Lima, Peru.
Dr. Salas-Provance was selected for the American Council on Education (ACE) Women’s Leadership Program and attended the National Women’s Leadership Forum in Washington DC (2017) for advancing female executives in higher education.
Lori Moist Bordenave, PT, DPT, PhD, is the chair of the doctor of physical therapy program and professor. She received her bachelor’s degree in physical therapy from St. Louis University (1985), a master’s degree in education from Arizona State University (2000), and her DPT from A.T. Still University, Arizona School of Health Sciences (2007). In 2016, she completed her PhD at Nova Southeastern University in physical therapy. Dr. Bordenave joined the physical therapy faculty in 1996. Her research interests include qualitative research exploring teaching and learning, professional development, and the impact of interventions. Additionally, she is engaged in research exploring women’s health issues and evidence-based practice. She teaches a course in educational theory and practice within the physical therapy program and continues to teach both the American Physical Therapy Association’s level 1 and level 2 clinical instructor credentialing courses.
Dr. Karstens is an assistant professor for the residential program as well as director of the ATSU Neurologic Physical Therapy Residency program. He had been adjunct faculty within the neurologic department of the DPT program at ATSU for 3 years prior to obtaining this position. He is a graduate of the neurologic residency program and has been a board-certified specialist in neurologic physical therapy (NCS) since 2019. Prior to his postdoctoral specialization, he received his bachelor of arts degree in exercise science followed by a DPT from ATSU residential program in Mesa, AZ. Dr. Karstens has clinical experience working in an outpatient neurologic therapy setting and continues to practice in a neurologic/brain injury unit within an inpatient rehabilitation hospital. His research interests are in clinical application of neuroplastic inducing interventions to maximize global outcomes in individuals who have sustained neurologic injury.
Read the University Catalog to learn more about the postprofessional Neurologic Physical Therapy Residency program and university.
Program residents will learn from highly trained faculty with expertise in neurological sciences, neurological specialty practice, evidence-based practice, and educational theory. The program’s accomplished faculty serve as educators and as clinical specialists. Residents will enhance their learning with resources including the learning resource center, virtual library with online journals and books, and facilities designed to promote learning. ATSU’s Neurologic Physical Therapy Residency program includes collaboration with various clinical sites for clinical mentoring of the resident.
Following completion of the program, residents will be prepared to take the American Board of Physical Therapy Specialties (ABPTS) Neurologic Clinical Specialist certification exam in Neurology and practice patient-centered evidence-based neurologic physical therapy at the competence level of a neurologic clinical specialist (NCS).
As part of the curriculum, residents and their mentors will attend three to four weekend continuing education courses, sponsored by the Neurologic Physical Therapy Residency on the Mesa, Ariz. campus. Continuing education courses are also open to physical therapists and provide the opportunity to earn continuing education units. Review the continuing education schedule.
Graduates of ATSU’s Neurologic Physical Therapy Residency program will become leaders who provide the highest standard of care for persons with various neurologic conditions as well as become educators of healthcare providers and the public.
Clinical sites +
Residents may be able to complete the clinical component of the residency at their current site of employment with an approved clinical mentor, or they may choose to relocate to an approved clinical site.
Applicants wishing to stay at their site of employment must obtain approval of the residency program director for both the clinical site and mentor. Clinical sites are required to provide the resident and mentor time for mentoring sessions, and provide the caseload conducive to the neurologic residency. To begin the approval process, the applicant should attain the support of their employer to complete the residency at that site. Applicants should indicate on the ATSU secondary application whether they have a potential clinical site and mentor, or need assistance in finding a clinical site and mentor.
Approved Annual Residency Opportunities:
- Banner – University Medical Center Phoenix, 1111 E McDowell Rd, Phoenix, AZ 85006
- Encompass Health East Valley, Mesa 5652 E Baseline Rd, Mesa, AZ 85206 480.567.0350
- Encompass Rehabilitation Hospital of Colorado Springs, 325 S Parkside Dr, Colorado Springs, CO 80910 719.630.8000
- Encompass Health Rehabilitation Institute of Tucson, 2650 N. Wyatt Drive, Tucson, AZ 85712
- Touchstone Rehabilitation, 5055 E Washington St, Phoenix, AZ 85034
- Mountain Valley Regional Rehabilitation Hospital 3700 N. Windsong Dr. Prescott Valley, AZ 86314
Current Clinical Sites 2021-2022:
- Encompass Rehabilitation Hospital of Colorado Springs, 325 S Parkside Dr, Colorado Springs, CO 80910
- West Valley Hospital - Salem Health, 525 SE Washington St., Dallas, Oregon 97338
Become a clinical site
By collaborating with ATSU, clinical sites benefit from recruitment and retention of highly qualified physical therapists in the area of neurologic physical therapy. Collaborating sites gain recognition by becoming an organization that engages in a residency program to promote excellent clinical practice. Clinical sites employ the resident, provide the resident time for mentoring sessions, and provide the caseload conducive to the neurologic residency.
Interested in becoming a clinical site? Interested in becoming a clinical site? Contact Jason Karstens, PT, DPT, Program Director, at email@example.com for more information.
Become a mentor +
As a mentor in the A.T. Still University Neurologic Physical Therapy Residency program, you will benefit from:
- The opportunity to provide one-to-one mentoring and clinical knowledge to the next generation of physical therapists.
- Free weekend continuing education courses sponsored by the Neurologic Residency Program.
- Access to Neurologic Residency Blackboard courses.
- Access to bi-weekly video conferences emphasizing the latest evidence based research concepts.
- Access to the ATSU extensive medical library resources including prestigious online peer reviewed journals, search engines in national databases and Rehabilitation Reference Guide.
- Elevating your clinic through incorporating evidence-based practice and outcome measures.
- Contributing to elevation of the profession and the future of physical therapy.
- A licensed physical therapist who:
- is a board certified neurologic clinical specialist; or
- is a neurologic residency trained physical therapist; or
- has a minimum of 3 years clinical experience in neurologic physical therapy practice.
- Able to provide one-on-one mentoring of the resident on-site for a minimum of 3 hours per week.
Contact Jason Karstens, PT, DPT, Program Director, at firstname.lastname@example.org for more information..
Continuing education +
Elevating the profession of physical therapy through quality continuing education opportunities.
Continuing education courses are sponsored by A.T. Still University’s Physical Therapy Department. Individuals can choose to attend any of the courses listed on the PT Continuing Education site and receive CEU hours at the completion of the course. Nationally recognized physical therapists often present at these courses, as detailed below. Some of the courses are specifically sponsored by our Orthopedic Residency and Neurologic Residency.
Neurologic Residency Weekend Continuing Education Courses
The Neurologic Physical Therapy Residency program offers physical therapists the opportunity to learn and earn continuing education units (CEUs) through weekend courses. Professionals will gain knowledge from faculty experts who provide attendees with relevant knowledge to maintain currency in the field of physical therapy. Continuing education courses are offered on weekends, allowing working professionals to connect with peers while completing required CEUs.
CEU discounts are available to clinical instructors, alumni of ATSU, and to organizations with 3 or more participants.
Date Course Title Instructors Nov. 19-20, 2021 Clinical Instructor Education & Credentialing Course Lori Bordenave, PT, DPT, PhD and Tracy Ellison PT, DPT Nov 21, 2021 Outcome Measures for Stroke and TBI - Practice and Application Cecelia Sartor-Glittenberg PT, PhD and Virginia Little, PT, PhD April 23-24, 2022 PWR!® Therapist PWR!® Faculty May 21, 2022 Vestibular Rehabilitation - Examination and Intervention Jamie Kuettel, PT, DPT and Jason Karstens, PT, DPT
*Free to ATSU neurologic residency mentors.
Contact Jason Karstens, PT, DPT, Program Director, at email@example.com for more information.