Educational Model

RMUoHP considers the best educational model for a changing healthcare environment to be an integration of scholarship, practical experience, and research. To achieve the desired outcomes, the integration of these elements begins early in the student's education and continues throughout his or her graduate program.  The use of library and information resources at RMUoHP is emphasized in all programs, and relies upon several educational strategies that vary based upon the nature of the academic program.  These specific strategies complement the general goals of each degree program, as listed in the program curricula. The integration of academic work, clinical experience, and research begins early in the student’s education and continues throughout his or her graduate program.

Educational strategies emphasized in the entry-level, residential Doctor of Physical Therapy (DPT) program:

1. A learner-centered model of education, where students are actively involved in the teaching/learning process;
2. As the program progresses, teacher-student collaboration in the educational process increasingly encourages students to take responsibility for their own learning, discovery, and application of new knowledge and skills; 
3. The faculty models and encourages critical reflection;
4. Course content builds on the students’ existing knowledge base, progressing from simple to complex conceptualization and advancing from concrete to abstract analysis;
5. Student development of core values and skills is enhanced through appropriate faculty interaction and modeling of professional behaviors and attitudes; and,
6. Assessment of student learning and preparation for clinical practice is an intentional and integrated component of student learning. 

Educational strategies emphasized in the transitional Doctor of Physical Therapy (tDPT), post-professional Doctor of Occupational Therapy (OTD), and Doctor of Nursing Practice (DNP) programs:

1. Didactic education in the classroom with emphasis on writing professional papers; 
2. Understanding of the application of research and the research process in the clinical setting; 
3. Application of evidence-based practice principles and practice models;
4. Completion of a peer-reviewed and referenced case report manuscript on a pre-approved topic (tDPT); 
5. Completion of an integrated project emphasizing the Occupational Therapy Framework and foundations (OTD);
6. Directed advanced clinical, health science, educational, or research application experience in supervised and mentored settings (DNP); and,
7. Completion of an original capstone research project (DNP). 

Educational strategies emphasized in the Doctor of Science (DSc) programs and Doctor of Philosophy (PhD) programs:

1. Didactic education in the classroom with an emphasis on core courses as well as specific health science educational learning; 
2. Application of evidence-based practice principles and practice models;
3. Foundation in the analysis and critique of scientific literature; 
4. Directed advanced clinical, health science, educational, or research experience in supervised and mentored settings; 
5. Grounding in research design and bio-medical statistics; and, 
6. Development, implementation, and completion of a dissertation.

With these general strategies guiding the use of information technology, the University ensures that informational resources support program expectations and student achievement across the spectrum of learning activities unique to each academic program.