Academic Model

Blended (Online and on-site) see curriculum for on-site dates

Doctor of Science in Health Science – Scholarships

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The vision of Rocky Mountain University of Health Professions (RMUoHP) is to become widely recognized for excellence in healthcare education. The online-blended Doctor of Science (DSc) in Health Science programs, with concentration areas in Athletic Training, Clinical Electrophysiology, Health Promotion and Wellness, Human & Sport Performance, Neurologic Rehabilitation, and Pediatric Science, prepare and support students to complete an academic terminal doctoral degree which can provide opportunities for employment in institutions of higher education, healthcare and research clinics, hospital settings and other healthcare venues.  The DSc in Health Sciences prepares stewards of healthcare disciplines.

Each concentration is committed to the development of lifelong scholars who can conduct, evaluate, publish, present and integrate research findings into their daily academic agenda and/or clinical practice; act in leadership roles in their discipline and community; provide the highest level of intervention to their patients/clients; and participate in undergraduate and graduate education environments to effectively teach the next generation of evidence-based clinicians, scholars and educators in academic and healthcare programs.

The online component of the program is designed for practitioners and educators to continue professional work obligations during the program while attending eight (8) semesters of didactic work followed by qualifying exams and completion of a dissertation. The dissertation emphasizes the application of scientific principles related to the application of evaluation, intervention and research of clinically related issues of inquiry seen in healthcare or education.  Dissertation committee members are known experts in the field from across the United States with members of the RMUoHP faculty providing guidance and support.

The Doctor of Science (DSc) in Health Science program is committed to the development of the healthcare professional who can:

  • Conduct and disseminate evidence based sound, ethical, cost-effective scholarship;
  • Make significant and relevant contributions to the current body of scientific knowledge in the discipline;
  • Develop knowledge expertise in the area of dissertation interest;
  • Develop and deliver instructional designs, strategies and curriculum based upon best practices in the scholarship of teaching and learning.
  • Influence ethical and legal management of healthcare through education of providers, consumers, and society at large;
  • Enhance leadership abilities, including competence in the roles of clinician, researcher, educator, and leader;
  • Describe and distinguish the various theories associated with the concentration area and develop advanced evidence-based practice knowledge.

Core Courses:

All students are required to complete a set of core research courses including evidence-based practice, quantitative and qualitative inquiry biostatistics, epidemiology as well as required theory courses. These courses provide the foundation for the dissertation phase and research process.

Concentration Courses:

Students are required to select a concentration area before enrolling in the doctor of science program.  Concentration courses provide further knowledge, skills and abilities essential to advanced clinical practice and support research areas students often pursue.

Admission Requirements
Tuition Information
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The doctorate in athletic training prepares scientific scholars and stewards of the discipline who can function as clinicians, researchers and/or academicians. Graduates can become leaders in the athletic/sports healthcare community through the completion of the doctoral program.  The curriculum combines a rehabilitation science core with an adult learning theory emphasis. The central element of the program is the completion of a dissertation that incorporates clinical or education research and advances knowledge in the area of athletic training. Evidence-based practice, quantitative and qualitative research, biostatistics, epidemiology and professional writing courses provide a complimentary foundation.  The curriculum is intended to increase the student’s abilities to utilize research theory to enhance evidence-based practices and to prepare manuscripts for publication.  Advanced therapeutic intervention courses enhance the student’s abilities in the assessment and implementation of sound scientific principles in the treatment of athletes and other physically active individuals.  The adult learning emphasis affords students an interactive environment focusing on the designing and assessment of learning for athletic training education. Education coursework includes instructional design/delivery, assessment of learning, curriculum development, education technology, and higher education administration.  The DSc is accepted by the National Science Foundation (NSF) as representing an equivalent degree to the Doctor of Philosophy (PhD) degree.

The program is designed to enable athletic trainers to continue professional work obligations during the didactic portion of the program while completing eight (8) semesters, consisting of online and blended course work.  Students engage in readings, assignments, threaded discussions, group activities well as attend on campus face-to-face interaction with peers and mentors in a traditional classroom setting. During the blended terms students travel to campus for 4-6 days of immersion experiences.   Courses and terms noted as “Online” have no on-site requirements. For all courses, students complete coursework throughout the entire semester. A written qualifying examination and dissertation are required following the didactic portion of the curriculum. 

The DSc Health Science academic terminal degree athletic training program is committed to the development of an individual who can:

  • Integrate current literature and evidence-based practices through a systematic review and critical analysis approach into various therapeutic interventions and preventative measures for physically active patients in various age groups and activity levels.  
  • Analyze, critique, and synthesize literature to prepare manuscripts for publication
  • Analyze, critique, and synthesize evidence and apply to clinical practices.
  • Conduct independent, methodologically sound research.
  • Collect and critically analyze research data.
  • Design learner-centered instruction and instructional delivery skills based upon evidence-based practices of the scholarship of teaching and learning.
  • Integrate curriculum/leadership theory into professional teaching and administrative practices that guide and direct CAATE accredited programs.
  • Provide leadership to the profession/community through stewardship of the profession.

The Doctor of Science program in Clinical Electrophysiology includes a multidisciplinary focus. This curriculum is designed to increase the student’s clinical competency and knowledge base in electrophysiology and assessment and implementation of sound scientific principles in the electrophysiologic evaluation of patients with multi-system disabilities. The core courses and directed independent study courses are designed to expand scientific inquiry and outcomes assessment, enhance research and consultation skills, and improve teaching and administrative skills.

The program is designed to enable practitioners to continue professional work obligations during the didactic portion of the program while completing eight (8) semesters, consisting of online and blended course work.  Students engage in readings, assignments, threaded discussions, group activities well as attend on campus face-to-face interaction with peers and mentors in a traditional classroom setting. During the blended terms students travel to campus for 4-6 days of immersion experiences.   Courses and terms noted as “Online” have no on-site requirements. For all courses, students complete coursework throughout the entire semester. A written qualifying examination and dissertation are required following the didactic portion of the curriculum. The DSc is accepted by the National Science Foundation (NSF) as representing an equivalent degree to the Doctor of Philosophy (PhD) degree.

The post-professional program in the science of clinical electrophysiology offers expanded study in the advanced skills of electrophysiologic testing and knowledge of anatomy, neurophysiology, pathology and pathophysiology.  The program is designed to meet the scholarly and clinical needs of the intermediate and advanced electroneuromyographer. The curriculum includes anatomy, neurophysiology, electromyography, motor and sensory nerve studies, late responses, near nerve needle studies, repetitive nerve studies, cranial nerve testing, biometric principles, pathophysiology, muscle and nerve pathology, clinical examination skills, administrative skills, research methodology, case study presentations, somatosensory evoked potential testing and kinesiological studies.

The Clinical Electrophysiology Program, consisting of a minimum of 65 credits, is committed to the development of the specialist who can:

  • Integrate current best practices into the clinical and electrophysiologic assessment for each client/patient;
  • Modify practice strategies to optimize changing practice environments;
  • Provide expert, effective and compassionate evaluation for individuals at risk for or demonstrating nerve and muscle dysfunctions;
  • Effectively educate patients/clients, families, students, other healthcare professionals and the general public;
  • Review, use and critique research literature;
  • Conduct methodologically sound clinical research;
  • Impact the future to enhance and ensure quality electrophysiologic testing for patients with pathophysiological conditions of the nervous and muscular systems.

*Eligibility Requirements:

  1. Either a clinical entry-level master’s (MSPT or MPT), entry-level doctor of physical therapy (DPT), or transitional doctor of physical therapy degree from an accredited college or university. A clinical entry-level bachelor’s (BSPT) degree or an entry-level PT certificate with a master’s degree in a non-related field is also acceptable.
  2. Other health care professionals with requisite educational preparation will be considered on a case-by-case basis.
  3. Current state professional licensure.
  4. Physical therapists must be certified as an Electrophysiologic Clinical Specialist (ECS) by the American Board of Physical Therapy Specialties (ABPTS).  If not ECS certified at time of matriculation into the program, physical therapy candidates must be in the process of meeting equivalent requirements to sit for this examination and demonstrate a relationship with a qualified mentor.

 

The Health Promotion and Wellness concentration includes a multidisciplinary focus. The curriculum is designed to provide the student a multidimensional exploration of wellness, including the physical, psychological, spiritual, social, and emotional aspects leading to the ability to conduct scholarly creative inquiry advancing the body of knowledge in health promotion and wellness. The curriculum includes coursework aimed at increasing the student’s abilities in the assessment and implementation of sound scientific principles in the promotion of health and wellness. The central element of the program is the completion of a dissertation that incorporates clinical research and advances knowledge in the area of concentration. The core courses of biostatistics, research methods, scientific/professional and proposal writing are designed to expand scientific inquiry and advance knowledge of the professorate. 

The post-professional program in the science of health promotion and wellness offers expanded study in the areas of theories of behavior change, principles of health promotion, nutrition, population health and ecological issues.  The curriculum also includes coursework in risk factors and risk reduction strategies, motivational coaching and resilience, integrative therapies, controversial topics in health promotion. The DSc is accepted by the National Science Foundation (NSF) as representing an equivalent degree to the Doctor of Philosophy (PhD) degree.

The program is designed to be successfully completed with minimal lifestyle disruption and will accommodate a variety of professional and personal situations (full-time working professionals, full-time parents, nonworking professionals, etc.).  During the program, students will attend eight (8) semesters, consisting of online and blended course work.   Engagement in readings, assignments, threaded discussions, etc., as well as attendance on campus for face-to-face interaction with peers and mentors in a traditional classroom setting (except for two online only semesters; see on-site dates listed in calendar below), is required in each semester. The number of on-site days is course dependent. Courses and terms noted as “Online” have no on-site requirements. For all courses, students complete coursework throughout the entire semester. A written qualifying examination, a practical comprehensive examination, and dissertation are required.

The Health Promotion and Wellness Concentration is committed to the development of the healthcare professional who can:

  • Access, evaluate, and integrate best evidence in health promotion and wellness programs, design guidelines and to provide current best practice to positively influence the health and quality of life of all people;
  • Contribute to the evidence in health promotion and wellness  by designing, conducting, and disseminating original research or case studies;
  • Develop learner-centered instruction and instructional delivery methods based upon best practices of the scholarship of teaching and learning.
  • Provide leadership and service in healthcare research, academia, and community at the local, regional, national and/or international levels:
  • Become a leader in the integration of health promotion and wellness practice within traditional health disciplines.

 

The Human and Sport Performance concentration includes a multidisciplinary focus with courses designed to increase the student’s competency and knowledge base in the various disciplines of exercise science, injury prevention, health, and sport or occupational performance. The core courses and directed independent study courses are designed to expand scientific inquiry and outcomes assessment, enhance research and consultation skills, and improve teaching and administrative skills, and offers expanded study in the advanced skills of applied sport science, human performance evaluation, strength and conditioning methods, training program design for various populations, the use of advanced coaching theories and strategies, advanced nutrition, and the development and use of technology in various areas of sport and occupational performance. The DSc is accepted by the National Science Foundation (NSF) as representing an equivalent degree to the Doctor of Philosophy (PhD) degree. 

The program is designed to enable practitioners to continue professional work obligations during the didactic portion of the program while completing eight (8) semesters, consisting of online and blended course work.  Students engage in readings, assignments, threaded discussions, group activities well as attend on campus face-to-face interaction with peers and mentors in a traditional classroom setting. During the blended terms students travel to campus for 4-6 days of immersion experiences.   Courses and terms noted as “Online” have no on-site requirements. For all courses, students complete coursework throughout the entire semester. A written qualifying examination and dissertation are required following the didactic portion of the curriculum. 

The Human and Sport Performance is committed to the development of an individual who can:

  • Integrate current best practices into the evaluation of sport performance
  • Modify practice strategies to optimize changing practice environments;
  • Effectively educate patients/clients, families, students, other healthcare professionals and the general public;
  • Effectively interact with other members of the healthcare system and/or performance team to support human performance enhancement;
  • Review, use and critique research literature;
  • Conduct methodologically sound clinical and applied research;
  • Impact the future to enhance and ensure quality human performance intervention strategies.

*Eligibility Requirements:

  1. A Master’s degree in an area related to human performance, exercise science, kinesiology or other allied health programs.

 

The Doctor of Science program in Neuro Rehabilitation curriculum builds upon the professional’s clinical degree and expertise, with rigorous coursework in evidence-based practice, rehabilitation systems physiology, applied neuroscience/neurophysiology, motor control and learning, clinical technology and advanced neurologic interventions. This doctoral program will prepare scientific scholars who can function as clinicians, researchers and/or academicians. Become a leader in the Neurological Rehabilitation community!

Demand:  There is a soaring demand for therapists which can be attributed significantly to the aging American population, that is more vulnerable to chronic and debilitating neurological impairments that require physical and occupational therapy services. According to the U.S. Bureau of Labor Statistics, the demand for therapists is expected to grow by an astonishing 30% between 2008 and 2018. Therefore, therapists with concentrations in neurological rehabilitation will be in high demand in order to meet the increasing demand for specialty therapy care for individuals with neurological disorders.

Neuro Rehabilitation Mission

The mission of the Neuro Rehabilitation DSc program is to prepare professionals to become evidence-based practitioners, learner-centered instructors, independent researchers, and leaders in the field of human performance enhancement.

Learning Model

This program utilizes a limited-residency model designed for the working professional, which allows students to balance professional, academic and personal commitments. In this model, the majority of coursework is completed online from the student’s home community, and there is also an onsite portion during selected semesters where students will also spend four to six immersion days on campus interacting with fellow students and faculty members.

 

This concentration track is new for 2017!

The Doctor of Science program in Pediatric Science curriculum builds upon the professional’s clinical degree and expertise, with focus on evidence-based analysis and theoretical bases of developmental, behavioral, and movement sciences from gestation and across the pediatric age span (birth to adult).

Pediatric science core courses are designed to enhance the student’s abilities to translate knowledge into everyday practice, to engage in original research, and disseminate research through presentation and publication in addition to evaluating pediatric programs, systems, and policies.

The DSc in Health Science with Pediatric Science concentration (DSc-PS) is committed to the development of individuals who are able to:

  • Translate contemporary research-based evidence involving children with developmental delay or disabilities and their families into everyday practice
  • Conduct independent, methodologically sound research that will advance pediatric science
  • Incorporate the P4 medical systems model (as adapted for IV Step Institute) into practice
  • Serve as clinical experts with advanced competencies specific to recommendations from American Physical Therapy Association (APTA) and the American Occupational Therapy Association (AOTA)

Learning Model – This program utilizes a limited-residency model designed for the working professional, which allows students to balance professional, academic and personal commitments. Students must complete eight didactic semesters consisting of online and blended course work. During the blended semesters, students travel to campus for four to six days of on-campus immersion experiences that include face-to-face interactions with peers and mentors. During “online” semesters, there are no on-site requirements. For all courses, students will complete coursework throughout the entire semester by engaging in readings, assignments, threaded discussions, and group activities. A written qualifying examination and dissertation are required following the didactic portion of the curriculum. The pediatric science curriculum is specifically designed to enable physical and occupational pediatric therapists to continue professional work during the didactic portion of the program.

This doctoral program will prepare scientific scholars who can function as clinicians, researchers and/or academicians. Become a leader in the Pediatric Science community!

Doctor of Science in Health Science Faculty

Malissa Martin, EdD, ATC/L
Program Director,
Doctor of Science in Health Science

Core Faculty

Brent Alvar, PhD, CSCS*D, RSCC*D, FNSCA, FACSM
Lori Thein Brody, PT, PhD, SCS, LAT
Jason Brummitt, PT, PhD, ATC, CSCS
Thomas Cappaert, PhD, ATC, CSCS
Jennifer McKeon, PhD, ATC, CSCS
Patrick McKeon, PhD, ATC, CSCS
Angela Merlo, PT, DPT, PhD
Doug Powell, PhD, CSCS, RSAC-F
Jan Reese, MS-ITLS

Neuro Rehabilitation

Kristen Johnson, PT, EdD, MS, NCS
Concentration Track Director for Neuro Rehabilitation

Athletic Training

Malissa Martin, EdD, ATC/L
Concentration Track Director for Athletic Training

Kirk J. Armstrong, EdD, ATC, LAT
Jane Ewoniuk, DSc, MOT, OTR
Scott Heinerichs, EdD, LAT
Kyle Matsel, PhD, ATC, CSCS*D, RSCC, USAW, USATF
Kimberly Peer, EdD, AT, FNATA
Kathryn B. Schwartzkopf-Phifer, DPT, OCS, CSCS

Clinical Electrophysiology

Arthur Nitz, PhD, PT, ECS, OCS
Concentration Track Director for Clinical Electrophysiology

Mark Brooks, DSc, PT, ECS, OCS
William Eisner, PT, DSC, ECS
David Greathouse, PT, PhD, ECS, FAPTA
John Halle, PT, PhD, ECS
Richard McKibben, PT, DSc, ECS
Robert Sellin, PT, DSc, ECS
Frank Underwood, PT, PhD, ECS

Peds Science

Priscilla A. Weaver, PT, PhD, DPT, PCS
Concentration Track Director for Clinical Electrophysiology

Health Promotion & Wellness

Cherie Pettit, EdD, EP-C, CSCS, PAPHS, CHWC, EIM Level II
Concentration Track Director for Health Promotion & Wellness

Andrea White Gorman, PhD, RD, LPC
Teresa Araas, PhD, CHES, RYT-500, CYT-700
Janet Bezner, PT, PhD
Nancy Lesch, MM
Rick Nauert, PhD, MHA, MHF, PT

Human & Sport Performance

Mike Miller, PhD, EdD, ATC, CSCS*D
Concentration Track Director for Human & Sport Performance

Brent Alvar, PhD, CSCS*D, RSCC*D, FNSCA, FACSM
Brian Gearity, PhD, ATC, CSCS*D, RSCC, USAW, USATF
Bryan Mann PhD, CSCS
Brad Schoenfeld PhD, CSCS, CSPS, FNSCA
Kathryn B. Schwartzkopf-Phifer, DPT, OCS, CSCS