Postprofessional Doctor of Physical Therapy Online
A.T. Still University’s (ATSU) Postprofessional Doctor of Physical Therapy, often referred to in the United States as a transitional (tDPT) program, is a custom degree program configured around the unique needs of each practicing professional, offering maximum flexibility and a full team of support. Offered through ATSU’s Arizona School of Health Sciences, the online physical therapy degree offers curriculum plans that are personalized and student-centric, based on one-on-one assessments of personal experience. Classes can be completed one-at-a-time, as practice and personal life requires, or doubled-up to accelerate degree completion.
Starting the Postprofessional Doctor of Physical Therapy program is easy. More than 13 online classes begin every six weeks—offering maximum flexibility for the practicing professional. The Postprofessional Doctor of Physical Therapy program degree’s breadth of coursework is based on the APTA’s preferred education model, including but not limited to: pharmacology, radiology, differential diagnosis and evidence-based practice.
ATSU’s Postprofessional Doctor of Physical Therapy program is designed for those who desire to maintain their relevancy while they continue practicing in the discipline of physical therapy. You will accomplish this as standards are elevated to doctoral status per the 2020 vision set forth by the American Physical Therapy Association (APTA):
“By 2020, physical therapy will be provided by physical therapists who are doctors of physical therapy, recognized by consumers and other health care professionals as the practitioners of choice to whom consumers have direct access for the diagnosis of, interventions for, and prevention of impairments, functional limitations, and disabilities related to movement, function, and health.”
With a preeminent education on your terms and schedule, students receive an unmatched value equation with industry-leading affordability. ATSU’s postprofessional doctor of physical therapy degree online propels each student’s passion and relevancy within their profession and community.
Almost 50 percent of doctor of physical therapy program students are referred from previous alumni or industry stakeholders. Graduates join a prestigious group of alumni and earn the respect that comes from an ATSU degree.
Postprofessional Doctor of Physical Therapy Curriculum Overview
The Postprofessional Doctor of Physical Therapy program online curriculum sets the standard for comprehensive training in evidence-based practice that develops leaders who are fully prepared to address society’s healthcare challenges and promote well being among diverse populations locally and globally.
The elite Postprofessional Doctor of Physical Therapy program prepares participants to be leaders in the field of physical therapy.
Candidates applying for admission to the Postprofessional Doctor of Physical Therapy program must have the following:
- Bachelor’s degree or higher in physical therapy from a regionally accredited college or university. Applicants who have graduated from a university outside the United States or Canada must provide an official physical therapy degree equivalency evaluation for admission. This evaluation report must state the physical therapy degree earned abroad is equivalent to the physical therapy degree in the United States or Canada. This evaluation will be paid for by the prospective student. We highly encourage you to speak to one of our enrollment counselors prior to ordering your credential evaluation report. The following are the only credentialing agencies accepted by the postprofessional DPT program in determining degree equivalency:
- Foreign Credentialing Commission on Physical Therapy (FCCPT)
- International Consultants of Delaware (ICD)
- International Education Research Foundation, Inc (IERF)
- World Education Services (WES)
- International Credentialing Associates (ICA)
- Canadian Alliance of Physiotherapy Regulators (The Alliance)
- Commission on Graduates of Foreign Nursing Schools (CGFNS)
Minimum physical therapy professional program grade point average of 2.70 (on a 4.0 scale)
*If a 2.70 GPA is not met, refer to Non-Degree Seeking Pathway.
Non-Degree Seeking Pathway
Non-degree seeking status may be granted to applicants with a cumulative GPA below 2.70. Students who achieve an A or B letter grade on the following two courses may then subsequently apply for admission to the Postprofessional DPT program.
- HP805 tDPT Foundations (1 credit)
- HP811 Evidence-Based Practice 1 (2 credits)
The two courses must be taken sequentially.
Additional requirements are listed on the catalog. Admission is not guaranteed by meeting the requirements above.
Official transcripts from all educational institutions attended where a degree was conferred. Additional transcripts from graduate coursework not leading to a degree may be submitted for advanced standing consideration. For consideration of advanced standing credit:
- Must be completed within seven years prior to application
- If petitioning for advanced standing credit for HP808 Statistics or HP809 Quantitative Research, academic coursework must be taken at the graduate level (master’s or above). Coursework can be at the bachelor’s level if petitioning for other courses.
- Must be equivalent in credit weight and content to meet objective of program coursework
- Applicant must have received a grade of B or better
- Full course detail is required from either the course syllabus or copy of course catalog with description.
- Note: Advanced standing credit will not be considered for any coursework completed beyond seven years unless significant continuing and ongoing experience, relative to the area is substantiated.
- Proof of licensure, registration, professional recognition or certificate as a physical therapist.
- Recommendation letters from three professional colleagues. Recommendation letters should be addressed to the Admissions Committee and signed by the author of the recommendation letter. If the recommendation is in email form, a printed copy of the email including where the email originated (the author’s email address) and date sent should be seen on the printed copy.
Expanded Portfolio. Read directions on how to complete the portfolio and view sample portfolio (pdf).
The Employer Verification Form (docx) must be completed by the applicant and contain the same information listed in the expanded portfolio. Once completed by the applicant, the employer will sign to attest to accuracy. Only one employer verification form is required as part of the application process. A current or former employer within the past 10 years must sign the verification form. For applicants who are self-employed, a colleague can attest to this form. .
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 learned.
- 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 from International English Language Testing Systems (IELTS) or Test of English as a Foreign Language (TOEFL).
Acceptable minimal scores for ASHS applications are:
IELTS: 6.5 More information can be found at: www.ielts.org
- Paper based total score = 550
- Minimum of 56 on Reading Skills section
- Minimum of 61 on Writing Skills section
Computer based total score = 213
- Minimum of 22 on Reading Skills section
- Minimum of 26 on Writing Skills section
Internet based total score = 80
- Minimum of 21 on Reading Skills section
- Minimum of 24 on Writing Skills section
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
HP 805 - tDPT Foundations +
This course provides detailed instruction on the use of Blackboard Campus Edition course platform, and an introduction to academic scholarly writing with proper APA formatting, including referencing/citation. An introduction to online literature searches using various medical databases is also taught in this course.
- Credits: 1
HP 808 - Statistics +
The statistics introduced in this course are the common descriptive statistics found in the health care literature. This course covers the basic knowledge necessary for understanding and interpreting basic statistics. Basic statistics including central tendency, probability, percentile ranks, confidence intervals, and interpretation of results are covered in this course. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations .
- Credits: 3
HP 809 - Quantitative Research Methods & Designs +
This course includes discussion on basic quantitative methods and designs, including concepts of reliability and validity, interpretation of inferential statistics related to research designs, correlational statistics & designs, intraclass correlation coefficients, and critical appraisal of the literature. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations and HP 808 - Statistics.
- Credits: 3
HP 811 - Evidence-Based Practice in Physical Therapy 1 +
Evidence-based, clinical decision-making skills are covered in this course including locating and accessing sources of evidence, evaluating levels of evidence, applying evidence to clinical practice and integrating evidence, patient values and preferences and clinical experiences. This course is designed to provide the practicing therapist with knowledge and skills in critical inquiry including review and analysis of articles and writings in professional and medical journals and books. Literature review and data collection methods for professional literature will be included. Introduction to theory and use of evidence-based research in health care is discussed. Basic theories and practices of evidence-based practice will be applied to both acute and rehabilitation settings. Current health care research findings will be applied to diagnoses and interventions common to physical therapists. Participants will incorporate prior experience and knowledge in applying this topic to the delivery of physical therapy services in diverse settings. Students learn skills to locate and organize evidence using research databases. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 2
HP 812 - Evidence-Based Practice 2 +
The skills needed for evidence-based practice are covered in this course to provide practicing physical therapists with key skills to incorporate evidence-based techniques into daily practice. Students will search professional literature, locate articles to address their clinical questions and critically appraise articles examining issues such as the level of evidence, applicability to the clinical question, statistical concerns, bias, and validity. The literature reviews and article analysis will include topics related to screening and diagnostic tests, prognosis, clinical trials, interventions, systematic reviews, meta-analysis and clinical practice guidelines that would be applicable to various physical therapy practice settings. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations, HP 808 - Statistics, HP 809 - Quantitative Research Methods & Designs and HP 811 - Evidence-Based Practice in Physical Therapy 1
- Credits: 3
HP 813 - Educational Theory and Practices +
Teaching and learning theory, including discussions of teaching and learning as it applies to patients, clinical experiences, and formal educational settings are discussed. Evaluation and program development of educational components of practice are covered. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 2
HP 814 - Issues in Diverse Populations and Settings +
Communication and cultural competencies, including principles of professional communication of cultural competencies, conflict resolution, negotiation skills, networking and awareness of cultural differences are studied in this course. Students will study practice settings and patient/client groups from diverse populations, rural, and urban settings for their impact of healthcare. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 3
HP 815 - Health and Wellness +
This course includes discussion on the theories of health and wellness, including motivational theory, locus of control, public health initiatives, and psychosocial, spiritual, and cultural considerations. Health risks, screening, and assessment considering epidemiological principles are emphasized. Risk reduction strategies for primary and secondary prevention, including programs for special populations are covered. The role of the physical therapist in prevention and wellness is stressed. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 2
HP 834 - Delivery Systems, Legislation and Regulation +
This course includes discussion of delivery systems, legislation, and regulation, including measuring access to and outcomes of different healthcare delivery models, public health policy, political systems, reimbursement models, ethical issues, and advocacy to improve healthcare policy. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations
- Credits: 2
HP 835 - Reimbursement Systems, Issues, and Strategies +
This course offers an introduction to provider reimbursement, focusing on criteria for establishing internal systems that meet governmental expectations regarding Medicare compliance, HIPAA anti-fraud regulations and Stark rules. Students will briefly survey the history of managed care and learn about the current managed care landscape. Students will also be introduced to the basic auditing practices and procedural guidelines for billing Medicare. Prerequisite: HP800 Medical Informatics or HP 805.
- Credits: 2
HP 836 - Business Planning +
This course includes discussions on business planning, including strategic planning, financial management, personnel management, and physical resource management as it relates to the healthcare industry. A focus on the physical therapist as a professional corporation will be included. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 2
PT 801 - Neuromuscular Physical Therapy +
This course is designed to update the practicing physical therapist in current theory and issues underlying assessment and treatment of the adult patient with neurological injury/disease. Principles of motor control and motor learning will be studied. Normal posture control will also be covered. Current principles, tools, and strategies for assessment and treatment of impairments and functional limitations for individuals with specific neurological diagnoses will be covered, including pathologies of brain injury/disease, spinal cord injury/disease, vestibular pathology, Parkinson ‘s disease, Multiple Sclerosis, Guillain-Barre Syndrome and Post-Polio Syndrome. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 3
PT 802 - Musculoskeletal Physical Therapy +
This course includes an updated study of normal and abnormal structures and function of the musculoskeletal system and pathological alterations of structure and function including diagnostic tests and measurements. This course discusses changes in treatment philosophy in recent years as well as relevant tests and measures for determining impairment and differentiating the diagnosis based on the specificity and sensitivity of the assessment instrument(s) as related to patients with musculoskeletal disorders. Topics will focus on analyzing and comparing contemporary and traditional interventions and the impact of evolving technology in this area including contemporary and traditional rehabilitation interventions with current medical-surgical management of patients. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 3
PT 803 - Cardiovascular and Pulmonary Physical Therapy +
This course includes a study of normal and abnormal structures and function of the cardiovascular, pulmonary, and lymphatic systems. Pathological alterations of structure and function including current diagnostic tests and measurements are included. This course discusses relevant tests and measures for determining impairment and differentiating the diagnosis based on the specificity and sensitivity of the assessment instrument(s) as related to patients with cardiovascular and pulmonary disorders. The use of evidence-based physical therapy interventions for cardiovascular and pulmonary conditions is emphasized. Topics will focus on analyzing and comparing contemporary and traditional interventions and the impact of evolving technology in this area. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 3
PT 804 - Integumentary Physical Therapy +
This course includes a study of normal and abnormal structures and function of the integumentary system and pathological alterations of structure and function including diagnostic tests and measurements. This course discusses the updated philosophy of physical therapy interventions for integumentary conditions. Topics will focus on analyzing and comparing contemporary and traditional interventions and the impact of evolving technology. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 2
PT 806 - Pharmacology +
This course is a study of basic pharmacological concepts as applied to physical therapy. The major classes of drugs used in common physical therapy practice settings will be covered. The course includes on-line lectures, readings, independent study, and assignments. Prerequisites PT 525, DPTR 7211
- Credits: 3
PT 807 - Radiology and Imaging +
This course includes the study of the common diagnostic and therapeutic imaging studies such as radiographs, CAT, MRI, and musculoskeletal imaging. Students will become aware of the indications and implications of commonly used diagnostic imaging tests as they pertain to patient/client management. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 3
PT 818 - Professional Practice +
This course begins with a study of the history of the physical therapy profession and the American Physical Therapy Association. The course also includes information on the elements of Vision 2020 including: Doctor of Physical Therapy, Professionalism, Autonomy, Direct Access, Evidence-Based Practice, and Practitioner of Choice. Other topics in this course include: The Five Roles of The Physical Therapist; Ethics; Professional Development, Competence, and Expertise; Patient-Centered Care; and Social Justice Issues. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 3
PT 819 - Differential Diagnosis and Screening for Medical Conditions +
This course reviews information related to differential diagnosis of the major body systems including cardiovascular, pulmonary, hematological, gastrointestinal, renal and urinary, hepatic and biliary, endocrine, and immune systems. In addition, the student will be introduced to the concept of differential screening in physical therapy and an in-depth analysis of the interviewing process. This course is taught with the assumption that physical therapists function in an environment of direct access to physical therapy services. HP 800, HP 805
- Credits: 3
PT 825 - Extremity Manual Therapy +
This course covers the theory and techniques of manual therapeutics as applied to the upper and lower extremities. This course covers clinical case presentations, theory and use of mobilization techniques, and online lab demonstrations on performing joint mobilization of all the extremity joints. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 3
PT 826 - Spinal Manual Therapy +
This course covers the theory and application of evaluation and treatment techniques to spinal conditions. Included in this course will be evaluation and treatment of spinal dysfunctions, spinal manual therapeutics, and spinal stabilization exercises. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 3
PT 828 - Pediatric Physical Therapy +
This course covers the topics of normal and abnormal motor development; clinical assessment, clinical reasoning, and evidence-based practice in pediatrics; medical management of spasticity in children, pediatric disorders including cerebral palsy, myelodysplasia, Down Syndrome, muscular dystrophy, developmental coordination disorder, brachial plexus injuries, congenital muscular torticollis, various orthopedic disorders, childhood sports injuries; important factors in lower extremity bracing, assistive technology in pediatrics, adults with developmental disabilities, and fitness issues in children with and without special needs. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 3
PT 830 - Geriatrics +
This course discusses relevant tests and measures for determining impairment and differentiating the diagnosis based on the specificity and sensitivity of the assessment instrument(s) as related to patients with geriatric disorders. The use of evidence-based physical therapy interventions for geriatric conditions will be emphasized. Topics will focus on analyzing and comparing contemporary and traditional interventions and the impact of evolving technology in this area. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 2
PT 831 - Gender Healthcare in Physical Therapy +
The course discusses gender-specific health care issues including care and treatment of pelvic pain, incontinence, female athlete triad, testicular cancer, menopause, osteoporosis, prostate disease, pre and post-partum exercise, breast health and lymphedema. Topics will focus on analyzing and comparing contemporary and traditional interventions and the impact of evolving knowledge in this area. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations.
- Credits: 2
PT 838 - Capstone Project +
The capstone project is an integration of the many course experiences the student has been exposed during their matriculation as a student. The capstone project provides each student with an opportunity to demonstrate his or her knowledge and skills in an Evidence-in-Practice project. The final product for the course is a manuscript, which is scrutinized in the same fashion as a submission of manuscript to a journal. This is the final course taken in our curriculum. Prerequisite: HP800 Medical Informatics or HP 805 - tDPT Foundations, HP 808 - Statistics, HP 809 - Quantitative Research Methods & Designs, HP 811 - Evidence-Based Practice in Physical Therapy 1 and HP 812 - Evidence-Based Practice 2.
- Credits: 3
Please note tuition and fees are subject to change.
Payment in full is due prior to the start of the program or per the admissions agreement on an installment schedule. Delinquent tuition penalties accrue at 1.5 percent per month, which is 18 percent per year.
Dr. Allen (adjunct) received her master of physical therapy from the University of Texas at El Paso in 2001 and graduated with her doctor of physical therapy from ATSU in 2009. She has a varied clinical background with experience in neurological rehabilitation, cardiovascular rehabilitation, and women’s health. Dr. Allen’s current focus is teaching in academia.
Board-Certified Pediatrics Clinical Specialist
Dr. Armengol McCurdy graduated with a bachelor in communications from Virginia Tech; a master of exercise physiology from Florida State University; a master in physical therapy from the University of St. Augustine, Florida; and a doctor of physical therapy from ATSU. Dr. Armengol McCurdy became a Pediatric Certified Specialist in 2009 and Certified Clinical Instructor in 2011. She is the founder of T.E.A.M. Kids, P.C., a pediatric therapy agency in Gilbert, Arizona which staffs a group of physical, speech/language, occupational, and music therapists providing therapy services in patients’ homes and in the community. Her special interests are in the area of early intervention and sports rehabilitation but she enjoys working with individuals of all disabilities across the lifespan. She is a past national presenter at the APTA Combined Sections Meeting (CSM) on the topic of ACL rehabilitation for the young athlete. Dr. Armengol McCurdy also authored a children’s book. She currently resides in Tampa, Florida where she currently works as Director of Physical Therapy for an outpatient private practice.
Jennifer Beal, MEd, (adjunct), earned her associate of arts degree from Mesa Community College, a bachelors of science in psychology from Arizona State University and her master of education - educational leadership with a concentration in higher education from Northern Arizona University. She has worked for 16 years at various higher education institutions in a variety of student service and program management roles. Mrs. Beal assists new and current DPT-P students and faculty, and specializes in adult and distance education. She serves as both adjunct faculty and the assistant director of DPT-P education and academic progress for the program. Additionally, she works in the University Writing Center as an ESL writing coach.
Dr. Bradley (adjunct) received her master and doctor degrees in physical therapy from D’Youville College in Buffalo, NY. She has worked in a variety of settings including school-based pediatrics, out-patient orthopedics and rehabilitation. She is a Credentialed Clinical Instructor through the APTA.
Board-Certified Orthopaedic Clinic Clinical Specialist
Dr. Bustillo (adjunct) graduated with a bachelor of science in physical therapy from SUNY at Buffalo and with a doctor of physical therapy from ATSU. She has worked as a physical therapist for more than 30 years and owns a private practice focusing on orthopedics, sports, industrial, lymphedema and vestibular rehabilitation. Dr. Bustillo has been a delegate to the APTA House of Delegates for both Arizona and California, and has served as a past chief delegate for Arizona. She is currently an alternate delegate. Dr. Bustillo has long been involved with local and the national APTA in many elected and volunteer positions.
Dr. Cioffi (adjunct) graduated from Indiana University in physical therapy in 1979. She obtained her master in rehabilitation science administration from DePaul University in 1984 and the doctor of physical therapy from ATSU in 2009. Dr. Cioffi’s career spans over 35 years including acute care, pediatrics, rehabilitation, management, and private practice. Pediatrics has been her career passion for the past 24 years and she has been involved with teaching and research in this area. Currently she is working in an outpatient hospital-owned clinic seeing primarily adult patients with Parkinson’s, lymphedema, cancer, and orthopedic injury as well as maintaining a small pediatric caseload. She has been an adjunct faculty member for ATSU-ASHS, Rosalind Franklin University, and the University of New Mexico. In her spare time she trains her dog, Willow, in agility. She is also an accomplished amateur photographer winning several awards locally and internationally, including the SeeMe competition presented at the Louvre in Paris.
Dr. Daab (adjunct) received her bachelor of science in mathematics from the University of Maryland Baltimore County in 1997, her master of physical therapy from the University of Maryland, Baltimore in 2000, and her doctor of physical therapy from ATSU. She has been a physical therapist for over 10 years and has worked in school based, acute care, outpatient, and home healthcare settings.
Dr. Darling graduated from Northern Arizona University with a Master of Physical Therapy in 2000 and a Doctor of Physical Therapy in 2008. She is a Certified Wound Specialist and an APTA Certified Clinical Instructor. Dr. Darling has 21 years of clinical experience, all in a community hospital setting in Tucson, Arizona, USA. She started out in outpatient orthopedics and chronic pain, moved on to inpatient acute care and inpatient rehabilitation, and ultimately found her home in outpatient wound care starting in 2005. She is new to the AT Still University Post-professional Doctor of Physical Therapy team, joining as an adjunct Instructor in 2021.
Board-Certified Women's Clinical Specialist
Dr. Ensor (adjunct) graduated with her BHS-physical therapy degree from the University of Louisville in 1994, earned her doctor of physical therapy from A.T. Still University in 2012, and her Women’s Health Specialist Certification in 2013. She has practiced in a wide variety of settings including acute care, outpatient orthopedics, outpatient pediatrics, and currently practices in an outpatient orthopedic/pelvic health practice in Louisville, Kentucky, where she also serves as part time faculty for the Bellarmine University Doctor of Physical Therapy program, teaching and guest lecturing on women’s health and related topics. She has authored peer-reviewed publications and a book chapter on women’s health. An avid marathoner and fitness enthusiast, her current professional focus is conditions related to pelvic floor dysfunction and changes across the female lifespan and maximizing function and wellness in the aging population.
Board-Certied Cardiovascular and Pulmonary Clinical Specialist, Board-Certified Geriatrics Clinical Specialist
Dr. Greenwalt (adjunct) received her doctor of physical therapy from ATSU, completed her master of physical therapy and bachelor of science in exercise science from Saint Louis University. She serves the profession at the national level as a member of the nominating committee for the APTA Cardiovascular and Pulmonary Section. She is also a member of the nominating committee for the Tennessee Physical Therapy Association. She is an APTA Credentialed Clinical Instructor and is full-time faculty at Belmont University. Her clinical and research interests are cardiopulmonary comorbidities in the geriatric population.
Board-Certified Neurologic Clinical Specialist, Board-Certified Geriatrics Clinical Specialist
Dr. Jasper graduated from Universidad de Sta. Isabel, Philippines with a Bachelor of Science in Physical Therapy and obtained her Doctor of Physical Therapy from AT Still University. She received her PhD in Physical Therapy degree from Nova Southeastern University. She is a Geriatric Certified Specialist, Neurologic Certified Specialist, Certified Competent in Vestibular Rehabilitation, APTA Advanced Clinical Instructor, Certified Exercise Expert for Aging Adults (CEEAA), Certified LSVT Big for Parkinson, Certified clinician for Balance Based Torso Weighting (BBTW) for ataxia, ImPACT Trained Physical Therapist and Certified in Evidence-Based Concussion. Dr. Jasper was a full-time faculty member for the College of PT in the Philippines before she moved to the US in 2008. She has twelve years of full-time clinical experiences and has worked with the older adults and neurologic population in a variety of settings including inpatient rehab, skilled nursing facilities, home health, and outpatient. She has been an adjunct faculty for the AT Still University Postprofessional Doctor of Physical Therapy since 2011.
Certified Wound Specialist
Board-Certified Neurologic Clinical Specialist
Dr. Heick (adjunct) graduated with a bachelor of science in physical therapy from Northern Arizona University and a doctor of physical therapy from ATSU. She gained her extensive experience in chronic wound management working in outpatient wound centers and hospitals. She taught wound management at the university level and nationwide in professional continuing education courses for therapists, physicians, and nurses.
Dr. Klossner (adjunct) graduated from the University of Utah with a bachelor of science in physical therapy in 1995 and her doctor of physical therapy from ATSU in 2010. Dr. Klossner’s clinical focus has been in outpatient orthopedics. She is also a certified Pilates instructor and uses Pilates in her rehabilitation programs. In addition to her clinical practice, Dr. Klossner is an occasional contributor to LiveSTRONG.com.
Dr. Mazurek (adjunct) received her doctor of physical therapy in 2006 from ATSU, completed her master of physical therapy from Marquette University in 1996, and graduated from Arizona State University with a bachelor in science in business administration. Her clinical specialty areas include women’s health and sports medicine. She is currently clinical assistant professor and academic coordinator of clinical education for the Doctor of Physical Therapy program at the University of Wisconsin-Milwaukee. Her current research interests are focused around improving ethics education for entry-level physical therapy students and the academic review process for promotion and tenure.
Dr. Mutschler (adjunct) earned her doctor of physical therapy at University of Indianapolis in 2010, her master of health sciences in physical therapy at the University of Indianapolis in 1998, a bachelor in education - biology from Shippensburg University in 1984, and a bachelor of science in physical therapy from University of Maryland Eastern Shore in 1994. Her clinical practice has focused on pediatric and adult rehabilitation fields with experience in outpatient neurologic and orthopedic rehab, school-based practice, early intervention services, and aquatic physical therapy. Dr. Mutschler is an assistant professor and director of clinical education for the professional-level DPT program at the University of Maryland Eastern Shore. She is a trainer for the APTA Clinical Instructors Education and Credentialing Program. In addition, she is involved in research and grant activities focusing on community health, patient/client education, and pediatrics.
Dr. Palmer (adjunct) completed her doctor of physical therapy at ATSU and her bachelor of science in physical therapy from the University of Manitoba. She has experience in both inpatient and outpatient settings in Canada, Micronesia & the United States. She spent five years in the Northern Mariana Islands practicing primarily in wound care where she developed the island’s first multidisciplinary diabetic foot and wound care clinic. Dr. Palmer has experience teaching wound care for CEU/CME courses as well as for nursing programs at the college and university level.
Dr. Parry (adjunct) received her master of physical therapy from University of Southern California in 1989 and her doctor of physical therapy from ATSU in 2009. She has worked in a hospital, a rehab center, a school system, and over 20 years as a director and owner of an outpatient orthopedic physical therapy clinic. Her areas of expertise include orthopedics, spine, and TMJ. She also consults with ATSU’s Orthopedic Residency Program in the area of tempromandibular dysfunction.
Dr. Randolph (adjunct) received his bachelor of science in physical therapy from the University of Illinois at Chicago in 2001 and his doctor of physical therapy from ATSU in 2017. He is a Credentialed Clinical Instructor through the APTA and is certified in Mechanical Diagnosis and Therapy (MDT) through the McKenzie Institute. He has worked primarily in the outpatient orthopaedic setting with experience in management and private practice. He has served several roles with the Illinois Physical Therapy Association including State Assembly Representative, and member of the Political Action Committee and Awards Committee. He is a member of the American Academy of Physical Therapy. In 2017, Dr. Randolph also co-authored a children’s book with his wife Amy titled, B is for Biceps: Anatomy for Children.
Board-Certified Orthopaedic Clinical Specialist, Registered Musculoskeletal Sonographer
Dr. Rigney (adjunct), received his doctor of physical therapy in 2010 from ATSU and completed his bachelor in science in kinesiology from Humboldt State University. He completed the Orthopedic Residency Program at ATSU in 2012. He has extensive training in the field of ultrasound imaging and is a registered specialist in diagnostic ultrasound imaging through the ARDMS. In his spare time, he enjoys training/coaching Olympic-style weight-lifting and has had the privilege to do this at the local, regional, and national level as an athlete and as a coach.
Wound Care Certified, Certified Lymphedema Therapist, Ostomy Management Specialist
Dr. Santiago (adjunct) earned her doctor of physical therapy degree from ATSU in 2010 and graduated with a master of science in physical therapy from the University of Puerto Rico, Medical Sciences campus in 2005. Her thesis, “Effect of mat Pilates on spinal flexor and extensor endurance and static posture” was presented at the 2007 World Confederation of Physical Therapy in Vancouver, Canada. In addition, she contributed as a research assistant to a clinical study on the feasibility of an exercise program for breast cancer survivors. Her clinical experience has been in the rehabilitation, wound management, fitness, and wellness settings with the geriatric population working as a Pilates instructor. She is currently the wound care coordinator in an inpatient rehabilitation hospital.
Dr. Lopes Sauers (adjunct) received her bachelor’s degree in physical therapy at Faculdade de Ciencias Medicas de Minas Gerais, Brazil. Her graduate academic and specialty training has been in the area of orthopaedics. She earned a certificate of specialization from the Brazilian Federal Board of Physical Therapy after completing a year of residency training in the specialty area of orthopaedics at the Federal University of Sao Paulo (UNIFESP). Dr. Lopes Sauers then completed a two-year fellowship program in shoulder rehabilitation and a Master’s degree in orthopaedics from UNIFESP. Following the completion of her Master’s degree, she practiced orthopaedic physical therapy for seven years working in both the inpatient and outpatient units within Albert Einstein Hospital in Sao Paulo. She earned her PhD in Translational Medicine from UNIFESP. She completed a two-year Post-Doctoral Research Fellow in Clinical Outcomes Studies at ATSU. Her research interests are in continuous quality improvement in healthcare and clinical outcomes following rehabilitative interventions in patients with musculoskeletal disorders. Specifically, she is interested in study strategies for assessing the value of care and to measure and improve care delivery. Dr. Lopes Sauers has published and presented original research investigations related to patient-oriented outcomes.
Board-Certified Sports Clinical Specialist, Registered Musculoskeletal Sonographer
Dr. Smith (adjunct) is a graduate of the physical therapy program from California State University Long Beach and holds an advanced masters from Temple University in sports medicine. He received his doctor of physical therapy from ATSU. He has extensive training in the field of ultrasound imaging and was one of the first physical therapists to pass the National Ultrasound Musculoskeletal Certification Exam in 2012. He has multiple publications and has given many presentations in ultrasound imaging and travels around the country to assist physicians in learning MSK ultrasound imaging. Dr. Smith has over 40 years of experience in physical therapy. Dr. Smith retired from ATSU as an associate professor and is now adjunct faculty.
Board-Certified Pediatrics Clinical Specialist
Dr. Tourne (adjunct), received her master of science degree in physical therapy from the University of Southern California in 1980 and completed her postprofessional DPT from ATSU-ASHS in 2011. She is a member of the American Academy of Cerebral Palsy and Developmental Medicine and has served as committee chair for the education as well as multi-media committees and as a member of scientific program committee. Dr. Tourne serves on the accreditation services committee for the APTA and residency and fellowship education as well as the specialization academy of content experts as an item writer. She volunteers at St. Andrew’s Clinic in Nogales, Arizona monthly for underserved children with physical disabilities. She has over 35 years experience in pediatric clinical practice.
Dr. Williams (adjunct) received her bachelor of science in communication disorders from the University of Massachusetts in 1992, her master of physical therapy from Ohio University in Athens, Ohio in 1998, and her doctor of physical therapy from ATSU in 2008. Dr. Williams has worked in multiple settings over the years, including acute care, subacute and acute rehab settings, wound care, and outpatient pediatrics and neurology. She currently works for an orthopedic specialty hospital as a physical therapy coordinator. Dr. Williams past research projects include therapy following deformity surgery for patients with scoliosis, mobility after diagnosis with acute DVT, orthostatic hypotension during therapy on the day of surgery, and femoral nerve blocks for total knee replacement surgery.
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.
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. Roehling is an assistant professor of physical therapy and director of the postprofessional doctor of physical therapy program. She received her bachelor of science in exercise science from the University of Arizona, her master of physical therapy from Emory University, her doctor of physical therapy from ATSU, and her doctor of philosophy in physical therapy from Nova Southeastern University. She has worked in a variety of settings with a focus on wound management and women’s health, and currently owns a private practice specializing in pelvic floor dysfunction. She has taught wound care for a national CEU company and has co-authored a chapter in Abernathy’s Medical Secrets: Wound, Ostomy, and Continence Nursing Secrets. Dr. Roehling teaches wound management and gender healthcare in the physical therapy department. Her research interests are in academic integrity and pelvic floor dysfunction.
Read the University Catalog to learn more about the Postprofessional Doctor of Physical Therapy online program and university.
A.T. Still University is accredited by the Higher Learning Commission
230 S. LaSalle Street, Suite 7-500,
Chicago, IL 60604
Phone: 800.621.7440 | Fax: 312.263.7462
Degree-granting authority for ASHS has been given by the Arizona State Board for Private Postsecondary Education, 1400 West Washington Rd., Room 260, Phoenix, AZ 85007. Phone 602.542.5709.
The Postprofessional Doctor of Physical Therapy program is an online program. It is not the entry-level residential Doctor of Physical Therapy program and therefore is not accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE).
Postprofessional Doctor of Physical Therapy Degree Faculty
Being first in whole person education not only results from pioneering the tenets of osteopathic medicine but also from faculty members who champion excellence, innovation and community service as integral components of ATSU-ASHS’s Postprofessional Doctor of Physical Therapy program.
Faculty members comprise a team of leaders in their respective fields who have earned a variety of specialized certifications. They not only teach online and in the classroom but also provide students pursuing a postprofessional physical therapy doctorate program online with hands-on learning opportunities and real-world experience. They do more than teach; they are mentors, advisors and researchers who are dedicated to supporting each student and infusing them with the spirit of exploration, innovation and leadership.
VP of Diversity & Inclusion
Student Insights +
When surveyed, 100% of our 2020-2021 graduates stated that the Postprofessional DPT program met or exceeded their expectations.
“Instructors went above and beyond to make the experience a pleasant one. Course work was challenging but I was happy to find the material was presented in a way that provided a great learning experience.” (August 2020 Graduate)
“Thank you for everything! I will highly recommend your program to colleagues and wish this knowledge for every PT!” (August 2020 Graduate)
“I have taught classes at another university and I really liked the variety of education that was available through A.T. Still University. It underscores a professionalism that is uniform across institutions. This is not just a degree, but very important knowledge to be used daily in the clinic. I will be a more effective clinician as well as a better educator because of this experience. The program has been smooth right from the very beginning which started with the admission specialist and continued throughout my experience. Thank you all!” (June 2020 Graduate)
“I appreciate the ATSU program and all of the support I received from staff and classmates. I would definitely recommend this program.” (June 2020 Graduate)
"I have really enjoyed this program! I already miss researching, interacting with other students on the discussion board, and improving my writing skills. Thank you for this experience! My ability as a physical therapist has improved more than I ever imagined." (March 2020 graduate)
Frequently Asked Questions +
- Who or what is A.T. Still University (ATSU)? What connection does Arizona School of Health Sciences (ASHS) have with Kirksville College of Osteopathic Medicine (KCOM)?
- Does each class of new enrollees generally fill up each quarter? Are students turned away?
- Why is the expanded portfolio required for admissions?
- How often do you enroll students into your program?
- How long are the courses? How many courses do you take at one time?
- How many courses will I have to take to complete the program? How long will it take for me to complete the program? Can I take a break while in the program?
- What types of assignments are used in the courses?
- Am I required to be at my computer at a specific time for classes?
- How much time will I spend on my courses?
- When a student is accepted how is their plan of study and schedule determined? Is there flexibility once the schedule is set?
- Do you work with employer-based tuition reimbursement programs?
- Is the tuition due in one lump sum or in payment installments?
- Who or what is A. T. Still University (ATSU)? What connection does Arizona School of Health Sciences have with Kirksville College of Osteopathic Medicine? A.T. Still University is a graduate health professions institution composed of the Kirksville College of Osteopathic Medicine (KCOM), the School of Health Management (SHM), the Arizona School of Health Sciences (ASHS), the Arizona School of Dental & Oral Health (ASDOH), Missouri School of Dentistry and Health (MOSDOH), and the School of Osteopathic Medicine in Arizona (SOMA). The University is located on two campuses, with KCOM, MOSDOH, and SHM located in Kirksville, Missouri, and ASHS, ASDOH, and SOMA located in Mesa, Arizona.
- Does each class of new enrollees generally fill up each quarter? Are students turned away? ASHS started the postprofessional program in September 2002 and was the first completely online Postprofessional Doctor of Physical Therapy program. Since then, 35-75 students have enrolled each quarter. Most students who meet the admission requirements will be selected. Students who do not meet all requirements, such as minimum grade point average, or valid PT licensure will not be accepted into the program.
- Why is the expanded portfolio required for admissions? The expanded portfolio helps the admissions committee develop the individualized academic plan of study. Each applicant applying to the program has their own unique professional experience. The expanded portfolio highlights key areas such as employment, professional activities, formal education, continuing education, and life experiences. All of these areas are taken into account in determining advance credit decisions and the required Plan of Study.
- How often do you enroll students into your program? We enroll students quarterly (4 times a year).
- How long are the courses? How many courses do you take at one time? Each quarter is made up of one or two six-week course sessions. Students normally take one course each session, however, some students take two courses a session.
- How many courses will I have to take to complete the program? How long will it take for me to complete the program? Can I take a break while in the program? Each student has an individualized academic degree plan so each plan of study varies. The length of time to complete the program also varies due to many factors including number of courses required, requested breaks by students, etc. The average time to completion is 22 months. The most common courses to take are Radiology, Pharmacology, Professional Practice, Evidence Based Practice, and Differential Diagnosis. Students have an option to take planned breaks while in the program, however, the program must be notified ahead of time.
- What types of assignments are used in the courses? The course work is guided using Canvas, a web-based learning management system. Depending on the instructor, you will get reading assignments, PowerPoint lectures (some with narration), and written lectures. Assignments include papers, reflective responses to questions posted to a class discussion board, quizzes, projects, etc.
- Am I required to be at my computer at a specific time for classes? Students do not have to be at their computer at any set time. Assignments are due weekly and students can complete the work at any given time during the week.
- How much time will I spend on my courses? Most students spend 10-12 hours per week for a 2 credit hour course and 12-15 hours per week for a 3 credit hour course.
- Is there any flexibility to change my class schedule? Students receive an individualized academic degree plan and schedule once the student has been accepted into the program. If a change to the schedule is needed, the student may request changes by contacting the academic coordinator.
- Do you work with employer-based tuition reimbursement programs? Yes, the postprofessional program can work with most reimbursement programs. Since most academic degree plans cross two calendar years, many students have received almost full reimbursement for the program.
- Is the tuition due in one lump sum or in payment installments? Tuition can be paid either in one sum or an installment plan is available.
Career Advancement +
This prestigious Postprofessional Doctor of Physical Therapy program is designed to enhance your expertise as a practicing physical therapist and continue in your clinical practice. As the healthcare environment evolves into a more direct-access model of physical therapy, the physical therapist of the future will need to demonstrate more critical thinking, autonomy, and evidence-based practices, according to the American Physical Therapy Association (APTA). A degree from A.T. Still University will enable you to stay competitive.
Students enrolled in the elite ATSU-ASHS postprofessional doctor of physical therapy online degree practice in a wide variety of clinical and management positions with a variety of titles, including:
- Home Health Physical Therapist
- Outpatient Physical Therapist
- Pediatric Physical Therapist
- Geriatric Physical Therapist
- Emergency Department Physical Therapist
- Neurological Rehabilitation Physical Therapist
- Acute Care Physical Therapist
- Rehabilitation Services Director
- Clinical Instructors
- Physical Therapy Faculty
Please note: Admission to the Postprofessional Doctor of Physical Therapy program requires certification/licensure as a physical therapist.
Term Application Deadline Start Date Fall 21-22 Friday, July 2, 2021 Monday, August 30, 2021 Winter 21-22 Friday, October 2, 2021 Monday, November 29, 2021 Spring 21-22 Friday, January 14, 2022 Monday, March 14, 2022 Summer 21-22 Friday, April 15, 2022 Monday, June 13, 2022
Incomplete applications will be moved to the next admissions cycle.