| Physical Therapy Program Earns Reaccreditation from CAPTE |
| 12.09.11 |
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Lebanon Valley College’s physical therapy program received reaffirmation of full accreditation status on Nov. 9 by the Commission on Accreditation in Physical Therapy Education (CAPTE or the Commission), the only agency in the U.S. recognized to accredit education programs for the preparation of physical therapists.
“Our program was judged by CAPTE as being in complete compliance with the evaluative criteria established by the Commission,” said Dr. Stan Dacko, chair and associate professor for the physical therapy department. “In addition, our program and LVC received several commendations based on the curriculum, quality of the self-study report submitted, and institutional support.”
The physical therapy curriculum at LVC is based on guidelines established by CAPTE from the American Physical Therapy Association. In addition to pre-professional courses in biology, chemistry, physics, statistics, sociology, psychology, and English, there is a significant liberal arts component to the program. All students gain substantial clinical experience at regional and national healthcare organizations. Graduates of the six year program receive a bachelor of health science and doctor of physical therapy (DPT) degree.
LVC received initial full accreditation for the program from CAPTE in 2006. The reaffirmation of full accreditation status will stand through December 2021. LVC’s president, Dr. Stephen MacDonald, is a former member of CAPTE's national physical therapy panel.
The 35,000-square-foot Heilman Center is home to the physical therapy program. Adjacent to the College's Arnold Sports Center, the structure houses state-of-the-art classrooms, teaching laboratories, a research center, a therapy pool, and a fitness/aerobic center.
According to its website, CAPTE attempts to ensure that accredited programs prepare graduates who will be effective contemporary practitioners of physical therapy. The Commission acknowledges the critical role of the profession in defining the nature of contemporary practice and determining practice expectations and the demands that are placed on graduates.
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