Faculty Spotlight

Jonathan Cooperman

Jonathan Cooperman, PT, DPT, MS, JD

Legal and Ethical Issues for PT's: Considerations in Risk Management
Professionalism: The Doctoring Profession

Dr. Cooperman is a past Chair, Ethics and Judicial Committee of the American Physical Therapy Association (APTA). He is a former (2003-2008) advisor to the American Medical Association’s coding process (RUC/HCPAC Committee).   Read more »

Course Spotlight

Pelvic Health Level 3

This evidence-based course is in new formatting to condense the “LIVE” onsite portions of lecture and lab into one full day and two half days (two days total).  This online portion of a CAPP Pelvic level 3 course is intended to give participants the groundwork that they will then use ... Read more »


Individual Testimonials


Physical Therapists Know Rehab Essentials

Rehab Essentials delivers the highest quality, nationally recognized experts in the physical therapy field to you or your students.

Our faculty is comprised of content-area experts who have either written the book on the topic — literally — or were instrumental in conveying the importance of this subject matter and incorporating it into physical therapy practice.

Our DVD-based and streamed courses include slides, voice-over from the instructors, handouts, spreadsheets, lab forms, videos, and links to online resources and exams. It’s just like sitting in a lecture hall, but delivered at your pace, in your home or office.

We are pleased to offer this outstanding, current physical therapy information to:


To get started, browse our list of available courses, or contact us with your questions or comments.

Our Distinguished Faculty

Every Rehab Essentials faculty member is a nationally recognized expert in her or his content area. Most have literally written the book or are the internationally recognized authority in their subject area.

The twenty-five members of our “All Star” faculty include multiple APTA fellows, Lucy Blair Service Award recipients, Maley Award recipients, Golden Pen Writers Award recipients, and a Mary McMillan recipient.


Joseph PH Black, PhD

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William Boissonnault, PT, DPT, DHSc, FAAOMPT, FAPTA

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Charles Ciccone, PT, PhD, FAPTA

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Jonathan Cooperman, PT, DPT, MS, JD

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Carl DeRosa, PT, PhD, DPT, FAPTA

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Helene Fearon, PT, FAPTA

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Tim Fearon, PT, DPT, FAAOMPT

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Jody Shapiro Frost, PT, DPT, PhD

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Jennifer Gamboa, PT, DPT, OCS

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Andrew Guccione, PT, PhD, FAPTA

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Katherine Harris, PT, PhD

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Donald J Hobart, PhD

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Reed Humphrey, PT, PhD

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Steve Levine, PT, DPT, MSHA, FAPTA

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Greg Marchetti, PT, PhD

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Lynn McKinnis, PT

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Karen Mueller, PT, PhD, DPT

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Julie Ries, PT, PhD

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Ron William Scott, PT, EdD, MS, JD, LLM, MSBA, OCS

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Steve Tepper, PT, PhD

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Rita Wong, PT, EdD

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tDPT On Your Terms

Rehab Essentials brings the content experts to your home, on your time with the tDPT program. We currently offer the curriculum at these universities.

Click a University to Learn More

Invest in Yourself Learn from the Best

Rehab Essentials offers online streaming based courses on a wide range of subjects. All courses are based on the latest in evidence-based practice (when applicable). The courses are taught by the nationally recognized experts in their content area.

Courses include:

  • On-line course materials (slides/voiceover) can be viewed as many times as needed to insure understanding
    • Didactic materials taught by content experts that are self-paced
    • Video content of specific materials (e.g., abdominal aortic aneurysm examination, deep venous thrombosis risk assessment, likelihood of fracture, etc.)
    • Course handouts, relevant spreadsheet, lab forms & online hyperlink to resources included
    • Relevant case studies allowing for correct clinical decision making
  • Required/recommended reading lists
  • Examination to show competence in understanding of materials

Taking a Rehab Essentials CEU course is similar to sitting in a lecture hall hearing the presenter go through the material, but at your own pace, in the comfort of your home or office.

Within allotted time (3 months) course material can be viewed once, twice, or as many times as you need to fully understand the material and incorporate it into your practice.

Click on any of the courses below to learn more:


Explore our Course Catalog

Business and Marketing - 7.00 credits - $105.00

Carl DeRosa, PT, PhD, DPT, FAPTA

Dr DeRosa is a Professor of the Physical Therapy at Northern Arizona University and co-owner of DeRosa Physical Therapy in Flagstaff, Arizona. He was the Chair of the Program for 17 years, and one of the three founders of the physical therapy program at that institution. He has received several awards from the university in recognition of his outstanding teaching.

 

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This 7 hour course is $105 ($15 per credit hour).  Dr DeRosa's Business and Marketing course is a comprehensive analysis at those factors influencing physical therapy economics and those organizational and management principles, which impact the ethical and legal aspects of health care delivery. The course objectives are designed to allow the learner to recognize their roles and responsibilities in regards to cost effective delivery of physical therapy services and the business principles, economics, and culture that influence success.  

This course is co-sponsored by the American Physical Therapy Association (APTA), 1111 North Fairfax St., Alexandria, VA 22314.  APTA has been accredited as an Authorized Provider by the International Association for Continuing Education and Training (IACET).  This course has been approved by the Texas Board of Physical Therapy Examiners as meeting continuing competency requirements for PTs and PTAs for 7 CCUs. Approval #56507TX. The Oklahoma Physical Therapy Continuing Education Committee has approved this course for category B continuing education.  Approval code: OSBMLS 201502556. The American Physical Therapy Association is recognized by the New York State Education Department’s State Board for Physical Therapy as an approved provider of physical therapy and physical therapist assistant continuing education. Pennsylvania State Board of Physical Therapy has recognized APTA as an approved provider of continuing education for this course.  

  • Understand the tools used for business analysis, including Profit/Loss statements, Balance Sheets, and Value Propositions
  • Develop a Value Proposition relevant to his/her particular area of physical therapy practice
  • Understand the purpose of a Core Value system within business and how they are used to direct it
  • Understand the relationship between autonomy, professional ownership and the concept of reinvestment of surplus value
  • Describe the different ways in which equity is determined for business value and the methodology used to use equity determination for business purchases or partnerships and list the elements necessary for an Operating Agreement
  • Describe Porter’s Five Force Model
  • Develop a logical and structured Strategic Plan for a unique business venture
  • Describe the differences between advertising and marketing and relate this to push and pull technologies as they are used to improve a business.
  • List and describe economic indicators of practice
  • List and describe indicators of a business that is a learning organization and that has the mechanisms in place for a perpetually successful business model

Capstone Project - 4.00 credits -

Donald J Hobart, PhD

Maryland Physical Therapy Alumni Association endowed the Donald J. Hobart scholarship.

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This course focuses on the development of the skills needed by physical therapists to fulfill their role as effective clinical participants in the research process. This course requires the student to carefully review case reports in the literature and use them as samples to help prepare their own case report, which is the capstone project for their Transitional Doctor of Physical Therapy Program. After selecting a topic/client for their capstone project, the students will prepare a basic ‘case report’ outline that will necessitate approval by the course instructor followed by the assignment of an advisor. A basic case description including a thorough literature review (using APTA guidelines for publication) explanation of proposed examination, evaluation, diagnosis, intervention, and outcome measure(s) should be developed. Once the instructor has approved the outline, the assigned advisor will guide the student through the completion of the case report document.

  • Organize and write a case report in approved format.
  • Undergo up to three iterations of the case report with their advisor in a collegial manner.
  • Describe and justify the use of case reports in evidence-based practice.
  • Differentiate the terms ‘Case Report’ and ‘Case Study’ in the professional literature.
  • Identify a patient/client/topic to utilize for your “case report”.
  • Differentiate various information sources, identify applicable databases, and perform an efficient literature search.
  • Analyze and synthesize the relevant professional literature to produce an appropriate literature review for the case report.
  • Construct outline of proposed case report including examination, evaluation, diagnosis, interventions, and outcome measure.
  • Construct clear operational definitions of all variables used.

Clinical Decision Making: Guide to Physical Therapist Practice - 1.00 credit -

Andrew Guccione, PT, PhD, FAPTA

Integral person in the development of the Guide to Physical Therapy Practice

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Steve Tepper, PT, PhD

President of Rehab Essentials

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This course will provide the PT clinical doctoral learner ways to utilize the Guide to PT Practice for effective and efficient clinical decision making.  The Guide to PT Practice is an organizational tool that summarizes physical therapist rights, roles, and responsibilities in treating patients/clients and in providing the PT a framework for clinical decision making. The patient/client management model utilizing examination methods, evaluation, diagnosis, prognosis, intervention, length of visits/stay, outcome measures and discharge planning are covered in this course.  Multiple case examples will be shown.

Case presentations by:  Jason Craig, PT, DPhil, Cathy Elrod, PT, PhD, & Steven Tepper, PT, PhD.

  • Compares and contrasts physical therapist practice in general using the various disablement models as the basis
  • Analyzes the management model utilized in physical therapist practice for clinical decision making
  • Discriminates the role of diagnosis in the management of patient/client
  • Explain the basic components of the patient/client management
  • Applies the components of examination (systems review, history, examination) and its importance in clinical decision making
  • Applies the components of patient/client history and its importance in clinical decision making
  • Applies the components and purpose of systems review and its importance in clinical decision making
  • Selects the various tests and measures utilized by physical therapists and its importance in clinical decision making
  • Apply the following components of patient/client management and its importance in clinical decision making:
    • Evaluation
    • Diagnosis
    • Prognosis
    • Number of visits and factors that may modify the number of visits
    • Reexamination
    • Outcomes
    • Episodes of care
    • Discharge
  • Apply common PT interventions related to importance in clinical decision making:
    • Coordination, Communication & Documentation
    • Patient/Clie
    • nt-Related Instruction
    • Procedural Interventions
  • Apply common PT outcomes
  • Differentiates how to determine the Practice Pattern using inclusion/exclusion information, examination information (history, systems review & T & M), evaluation, and ICD-9 codes
    • Analyze the cases presented utilizing the Guide to PT Practice
  • Selects literature to justify examination and treatment interventions.

Coding and Reimbursement - 20.00 credits - $300.00

Helene Fearon, PT, FAPTA

Partner in Fearon & Levine, a national consulting firm focusing on practice management and payment with expertise in the areas of documentation, coding, billing, and compliance.

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Steve Levine, PT, DPT, MSHA, FAPTA

Partner in Fearon & Levine, a national consulting firm focusing on practice management and payment with expertise in the areas of documentation, coding, billing, and compliance.

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This 20 hours of recorded lectures is $300 ($15 per credit hour).  Coding and Reimbursement will present to the physical therapy clinical doctoral learner methods to remain current in issues related to the documentation, coding, billing, and payment, for physical therapy services in all outpatient settings. Compliance issues are also covered throughout the course materials either specifically or in context with the topic being covered during each module. This information is critical to being successful in the administrative aspect of providing physical therapy as well as the delivery of clinical services. Understanding and being able to apply this information is vital in order to thrive in today’s healthcare environment due to the transition in payment methodologies and the focus moving away from a procedure based reporting and payment mechanism to payment and service delivery models that are emphasizing not only the reporting of services reflecting the severity of the patient’s condition(s) but also the outcomes of your clinical decision making. The content covered in this course includes information that will assist the physical therapist in their day to day practice operations, from an administrative perspective and provide resources for them as informed physical therapy professionals. 

This is the most up-to-date information to improve your clinic and allow you the abilty to maximize your reimbursement while maintaining complete compliance with all current laws and regulations. 

This course is co-sponsored by the American Physical Therapy Association (APTA), 1111 North Fairfax St., Alexandria, VA 22314.  APTA has been accredited as an Authorized Provider by the International Association for Continuing Education and Training (IACET).  This course has been approved by the Texas Board of Physical Therapy Examiners as meeting continuing competency requirements for PTs and PTAs for 20 CCUs. Approval #56508TX. The Oklahoma Physical Therapy Continuing Education Committee has approved this course for category B continuing education.  Approval code: OSBMLS 201502557. The American Physical Therapy Association is recognized by the New York State Education Department’s State Board for Physical Therapy as an approved provider of physical therapy and physical therapist assistant continuing education. Pennsylvania State Board of Physical Therapy has recognized APTA as an approved provider of continuing education for this course.  

  • Explain the process involved in the development and maintenance of AMA’s CPT codes, including the use of modifiers, as applied to physical medicine and rehabilitation services.
  • Describe the appropriate application of current CPT code to clinical services, coding challenges, and possible reimbursement implications.
  • Critically assess the developmental process of the Resource Based Relative Value Scale (RBRVS) and its impact on payers outside of the Medicare program.
  • Understand the components of RBRVS and how they impact the payment for services.
  • Understand the methodology and calculation of the Medicare Fee schedule and its impact on fee schedules developed by private payers.
  • Understand the current use of diagnosis codes both current (ICD-9) and future (ICD-10) and their impact on the reimbursement process and ability to support medical necessity.
  • Understand the various aspects of payment policy that apply to the Medicare program and how they influence policies of private payers, including mechanics and importance of reporting on quality measures and functional limitations.
  • Understand the current legislative initiatives and regulatory environment and the impact on payment for outpatient rehab services both now and in the future.
  • Recognize the concepts of fraud and abuse and understand health care environmental factors that influence the occurrence of fraudulent and abusive.
  • Understand the federal False Claims Act and its importance determining what constitutes fraud and abuse violations in health care practices.
  • Apply clinical reasoning and quality assurance strategies to documentation supporting medical necessity of physical therapy and avoid potential fraud and abuse situations.
  • Be able to use an understanding of the health care environment from the perspective of the provider and the third-party payer to effectively manage in the outpatient rehab setting in the areas of coding, billing, documentation for medical necessity and compliance.
  • Understand the importance of physical therapist involvement in peer review and utilization management strategies.
  • Understand audit review flags and assess how these flags alert reviewers to potential problems with the provision or billing of physical therapy services.
  • Describe the proposed structure and underlying premise of the alternative payment methodology being considered for physical therapy services in the future.

Critical Assessment and Application of Best Evidence - 3.00 credits -

Rita Wong, PT, EdD

Professor of physical therapy and assistant dean for graduate and professional studies at Marymount University

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In this 16.5 hour course, the physical therapist develops the skills to utilize and integrate principles of evidence-based practice in making patient-focused decisions in day-to-day clinical practice.   

  • Seek out and locate meaningful and valid evidence to support clinical decisions.
  • Critically analyze and interpret the scientific evidence to inform clinical practice decisions.
  • Critically appraise the validity, importance, and applicability of research studies focused on therapy, prognosis, diagnosis, or systematic review.
  • Critically appraise clinical guidelines using EBP principles.
  • Discuss strategies to incorporate use of best evidence in your clinical practice setting.
  • Locate, critically assess the quality, and appropriately apply findings of synopsis and synthesis level summaries of the literature.
  • Describe and discuss barriers and facilitators toward the use of an EBP approach in day-today clinical practice.
  • Utilize an evidence-informed practice approach in your own clinical practice environment. 

Management of Patients with Cardiovascular and Pulmonary Disorders - 2.00 credits -

Steve Tepper, PT, PhD

President of Rehab Essentials

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This course is designed to incorporate evidence based practice and utilization of the aforementioned coursework for the management of patients with cardiovascular and/or pulmonary disorders.  Incorporation of best evidence, legal/ethical, pharmacological, imaging, medical screening, business and coding will be implemented in contemporary, professional clinical practice for persons with cardiovascular and pulmonary disorders/dysfunction.  Clinical reasoning will be emphasized in the case studies.

Case presentations by:

  • Steve Tepper, PT, PhD
  • Dianne Jewell, PT, DPT, PhD, CCS
  • Reed Humphrey, PT, PhD, FAACVPR
  • Explain endurance and endurance activities.
  • Explain oxygen consumption, the organ systems involved, and its relationship to MET’s and fitness.
  • Explain ventilatory or anaerobic threshold
  • Explain the importance the various body systems have on endurance activities and factors that affect VO2.
  • Explain how VO2 is affected by age, gender, body composition, hereditary factors, pathology and its effects on mortality rates.
  • Explain the implications of pathology (epidemiology, risk factors, pathophysiology, diagnostic procedures, medical treatments) leading to endurance impairments, functional limitations and disability for:
    • Coronary artery disease – myocardial ischemia, myocardial infarction
    • Congestive heart failure
    • Peripheral artery disease
    • Deep venous thrombosis (DVT) and pulmonary embolism (PE) or venousthomboembolism (VTE)
  • Demonstrate the ability to secure, critically evaluate and integrate clinical/scientific findings into the development of a patient plan of care for individuals with cardiovascular and pulmonary impairments/ dysfunction throughout the lifespan.
  • Through the use of the case studies demonstrate sound clinical problem solving and critical thinking skills in the safe performance of a screening and/or examination of individuals with cardiovascular and pulmonary impairment(s)/ dysfunction in order to determine patient/client diagnosis, prognosis and selection of the most appropriate intervention strategies and/or referral(s) to other heath care specialists/providers.
  • Demonstrate the ability to recognize signs/symptoms of contraindication and termination points for activity or exercise.
  • Synthesize pertinent laboratory values for appropriate modification of patient intervention.
  • Recognize normal and abnormal EKG’s.  
  • Perform screening programs appropriate to physical therapy for cardiovascular and pulmonary disorders.
  • Perform on self and review spreadsheets utilized for persons with cardiovascular and pulmonary disorders:
    • body mass index
    • ankle/brachial index
    • walk velocity test
    • six minute walk test
    • for persons with end stage lung disease
    • for persons with congestive heart failure
    • One mile walk or jog test

Management of Patients with Integumentary Disorders - 2.00 credits -

Katherine Harris, PT, PhD

Author of the book entitled: Integumentary Essentials: Applying the Preferred Physical Therapist Practice Patterns

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This course will explore the therapist’s role in the management of patients with integumentary conditions. A general foundation in examination, evaluation, diagnosis, prognosis, interventions and outcomes for persons with various types of wounds will be provided.  Application of specific tests and measures their reliability and validity, and efficacy of treatment interventions will be covered. Wound risk factor reduction will be examined. Clinical reasoning and decision making will be fostered through multiple case studies.

  • Summarize the physical therapist’s role and responsibilities associated with patients who have integumentary conditions or are at risk for integumentary disruption.
  • Describe the function of the skin and its various appendages.
  • Differentiate the phases of wound healing.
  • Relate the clinical significance of factors that affect healing and employ strategies to facilitate professional communication between therapist and other members of the healthcare team regarding identified factors (i.e. nutrition, impaired mobility)
  • Differentiate the various types of wounds using valid, reliable tests and measures (vascular, neuropathic, pressure, burn, traumatic)
  • Categorize risk factors associated with pressure ulcer formation and strategies to prevent pressure ulcer formation
  • Explain and examine a wound by objective and subjective methods including the signs and symptoms of infection.
  • Identify wound care techniques, including types of debridement, and dressings available by wound type.
  • Identify appropriate guidelines for using: wet to moist dressings, topical agents, sharp debridement, forceful irrigation, whirlpool, pulsatile lavage, enzymatic and autolytic debridement and other physical agents and mechanical modalities
  • Compare and contrast the properties, advantages, disadvantages, indications and contraindications for various dressings available for wound care interventions based on wound etiology and/or presentation.

Management of Patients with Musculoskeletal Disorders - 2.00 credits -

Tim Fearon, PT, DPT, FAAOMPT

Owns & practices in Fearon Physical Therapy which primarily focuses on orthopedic manual treatments

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This course will provide the PT clinical doctoral learner strategies for incorporating evidence based practice and utilization of knowledge learned in previous courses for the management of patients with musculoskeletal disorders.  Incorporation of best evidence and clinical reasoning will be stressed for persons with lumbo – pelvic dysfunction in a contemporary, professional clinical practice as well as the inpatient hospital setting.  

  • Critically evaluate primary sources of evidence on prognosis for recovery and functional outcome for patients with lumbo-pelvic dysfunction and integrate the results into case-based clinical decision-making model.
  • Critically evaluate sources of evidence on standardized tests and measures; demonstrate integration of information on sensitivity, specificity, likelihood ratio and Bayes’ theorem into clinical decision-making for a case of a patient with lumbar conditions.
  • Critically evaluate primary and integrative (systematic review) sources of clinical evidence on therapeutic interventions for persons with musculoskeletal health conditions; demonstrate integration of information obtained from intervention studies to management of the individual patient.
  • Describe theories of benefits of manipulation for patients with spinal dysfunction. 

Management of Patients with Neurological Disorders - 2.00 credits -

This course is designed to incorporate evidence based practice and utilization of previous tDPT coursework for the management of patients with neuromuscular disorders.  Lectures and patient cases are presented to aid the learner in facilitating clinical decision making and implementing evidence based practice in contemporary, professional clinical practice for persons with neurological disorders.

  • Critically evaluate primary sources of evidence on prognosis for recovery and functional outcome for patients with neuromuscular health condition and integrate the results into case-based clinical decision-making model.
  • Critically evaluate sources of evidence on standardized tests and measures; demonstrate integration of information on sensitivity, specificity, likelihood ratio and Bayes’ theorem into clinical decision-making for a case of a patient with a neuro-muscular health condition.
  • Critically evaluate primary and integrative (systematic review) sources of clinical evidence on therapeutic interventions for persons with neuromuscular health conditions; demonstrate integration of information obtained from intervention studies to management of the individual patient.
  • Describe theories of neuro-plasticity following lesions to the nervous system and discuss implications for therapeutic intervention for patients with neuromuscular health conditions
  • Describe current models of motor learning and motor control; demonstrate integrations of these principles to intervention strategies for patients with neuromuscular health conditions.
  • Describe current models/theories of normal and neuro-pathological gait function; discuss the implication of this information for the evaluation of and interventions for gait impairments and functional limitations for patients with neuromuscular health conditions.
  • Describe the implications of the World Health Organization International Classification of Function and Disability (ICF) for management of patients with neuro-muscular health conditions; describe the importance of functional activity, quality of life/social participation  to outcomes assessment from patient management.

Medical Imaging and Rehabilitation - 2.00 credits -

Lynn McKinnis, PT

Lynn became Pennsylvania’s first Orthopedic Clinical Specialist in 1989, and authored the books entitled: Fundamentals of Musculoskeletal Imaging & Musculoskeletal Imaging Handbook: A Guide for the Primary Practitioner

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The purpose of this medical imaging course is to provide the physical therapy clinical doctoral learner with the tools needed to interpret and apply specialized medical imaging information to the rehabilitation patient. Musculoskeletal imaging is emphasized. This course strengthens physical therapist clinical expertise in comprehensive patient evaluation, diagnosis, treatment planning, and physician interaction.

  • Recognize how the study of medical imaging can make the clinician’s evaluation and treatment of the patient more comprehensive.
  • Discuss the evolution of diagnostic imaging, from its historical beginnings over a century ago to the modern integration of computer technology.
  • Visually transform three dimensional anatomy into two dimensional radiographic anatomy.
  • Describe, discuss, and analyze the clinical impact of common imaging technologies and image-guided interventional procedures used in musculoskeletal, neurological, cardiovascular & pulmonary imaging.
  • Compare and contrast the clinical capabilities, and limitations of radiographs, computerized tomography (CT), magnetic resonance imaging (MRI), diagnostic ultrasound (echocardiogram or ultrasonaugraphy) and various forms of radioisotope imaging (V/Q scan, MUGA).
  • Discuss the critical role of PT’s in the diagnostic imaging system through their correlation of clinical findings with imaging information.
  • Analyze the impact that components of the radiological written report have on physical therapy.
  • Describe the radiological evaluation of fractures and the unique patterns of fracture and fracture healing, especially in children.
  • Discuss the radiological evaluation, including pertinent radiologic observations, indications of trauma, common injury patterns, degenerative disease processes, and anomalies, of  the various regions of the body (e.g., cervical spine, thorax, pelvis and hip)
  • Integrate radiographic information with clinical presentation and therapeutic intervention.
  • Demonstrate the pathways through which physical therapists may recommend diagnostic imaging and the issues surrounding physical therapists’ access to diagnostic imaging for their patients.
  • Apply examples of Clinical Decision Rules (CDRs) and how they may be used in clinical decision making (e.g. deep venous thrombosis detection, imaging and intervention).
  • Apply medical imaging information to physical therapy intervention planning.
  • Distinguishes the major roles of conventional radiography, magnetic resonance imaging, computed tomography, and bone scintigraphy in clinical decision making.
  • Compares and contrast the various vascular imaging techniques e.g., arteriogram and diagnostic ultrasound.

Pelvic Health Level 3 - 23.00 credits -

This evidence-based course is in new formatting to condense the “LIVE” onsite portions of lecture and lab into one full day and two half days (two days total).  This online portion of a CAPP Pelvic level 3 course is intended to give participants the groundwork that they will then use in the live portion of the class.  The participants will be able to go through the lectures at their own pace in order to best learn the material prior coming to the live portion of the class.  At the live portion of the class, participants will be able to ask questions about these online modules.  The modules covered online are male anatomy, erectile dysfunction, principles of biofeedback, and documentation and outcome measures.

  • Course participants will learn the anatomy of the male pelvic floor and male lower urinary tract system.
  • Course participants will learn the causes and treatments for erectile dysfunction
  • Course participants will learn the principles of sEMG biofeedback and it’s uses for pelvic floor and physiological down training.
  • Course participants will learn about documentation and outcome measures for pediatrics, male incontinence, male pelvic pain, and neurological pelvic floor patients

Pharmacology in Rehabilitation - 17.00 credits -

Charles Ciccone, PT, PhD, FAPTA

Wrote the book entitled: Pharmacology in Rehabilitation

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We are currently working towards approval for CEU.  Please do not purchase the course at the current price, as this is just a marker to note is coming availability.  It will be approximately $255 once CEU is granted.  

This course in 16.5 hours of recorded lectures will present the primary drug classes and the physiologic basis of their action. Drugs will be grouped according to their general effects and the type of disorders they are routinely used to treat. Special emphasis will be placed on drugs that are commonly used to treat people receiving physical therapy. This course will likewise address how drug therapy interacts with physical therapy, and how drugs can exert beneficial effects as well as adverse side effects that impact on rehabilitation.

  • 1. Integrate pharmacokinetic principles with pharmacodynamics, and judge how drug effects are influenced by their administration, absorption, distribution, storage, and metabolism in the human body.
  • 2. Compare and contrast general categories of drugs that are used therapeutically to treat specific problems in the body.
  • 3. Compare and contrast the physiological mechanisms by which individual drugs affect the different organ systems in the body.
  • 4. Evaluate drug side effects, and differentiate these side effects from the symptoms of the patient’s disease(s).
  • 5. Assess situations where drug levels are too high versus too low (i.e., increased drug toxicity versus decreased efficacy).
  • 6. Judge the potential for harmful interactions between specific drugs and various physical therapy interventions.
  • 7. Choose physical therapy interventions in accordance with the patient’s drug regimen.

Professionalism: The Doctoring Profession - 2.00 credits -

Joseph PH Black, PhD

As Senior Vice President for the American Physical Therapy Association (APTA), Dr Black provided leadership for APTA's Education Division, including the Departments of Accreditation, Physical Therapy Education (PT/PTA), Professional Development, and Specialist Certification.  

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Jonathan Cooperman, PT, DPT, MS, JD

Dr. Cooperman is a past Chair, Ethics and Judicial Committee of the American Physical Therapy Association (APTA). He is a former (2003-2008) advisor to the American Medical Association’s coding process (RUC/HCPAC Committee).  

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Jody Shapiro Frost, PT, DPT, PhD

Lead Academic Affairs Specialist and Program Director for the Education Leadership Institute (ELI) Fellowship and served as Director of the Department of Academic/Clinical Education Affairs at the APTA

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Reed Humphrey, PT, PhD

Directs the School of Physical Therapy and Rehabilitation Science in the College of Health Professions & Biomedical Sciences at the University of Montana

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Steve Tepper, PT, PhD

President of Rehab Essentials

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This course has been designed to provide the clinical doctoral learner with the opportunity for examination and discussion of the responsibilities, challenges and opportunities inherent in doctoral level physical therapy practice.  A central theme of this course is the development of practitioners who view their doctoral education as a route to engaged professionalism, that is, commitment to the demonstration of attributes which enhance the practice of physical therapy at both individual and societal levels.  

Such attributes include expert reasoning and psychomotor skills which allow the highest quality of patient care. Most importantly, these clinical skills must be grounded in a set of affective behaviors, which for the physical therapy profession, have been articulated in the APTA’s Core Values in Physical Therapy. 

Because physical therapy services are delivered in rapidly changing and competitive market, doctoral physical therapy students should also possess a solid understanding of the ramifications and influence of defining factors both within and outside of the current health care delivery system.  Finally, because doctoral prepared physical therapists will be expected to demonstrate responsibility towards the betterment of the profession as a whole, they must also be willing to assume an active role in identifying emerging problems as well as to seek appropriate solutions. 

This course will be convened by several faculty conveners who represent various areas of practice, education, research and leadership within the physical therapy profession. It is also expected that each doctoral learner will contribute their own unique and varying professional experiences to our dialogue.  Thus it is hoped that together, learners and faculty will engage in a broad sharing of perspectives related to doctoral practice.   

This course has been designed to provide the clinical doctoral learner with the opportunity for examination and discussion of the responsibilities, challenges and opportunities inherent in doctoral level physical therapy practice.  A central theme of this course is the development of practitioners who view their doctoral education as a route to engaged professionalism, that is, commitment to the demonstration of attributes which enhance the practice of physical therapy at both individual and societal levels.  

Such attributes include expert reasoning and psychomotor skills which allow the highest quality of patient care. Most importantly, these clinical skills must be grounded in a set of affective behaviors, which for the physical therapy profession, have been articulated in the APTA’s Core Values in Physical Therapy. 

Because physical therapy services are delivered in rapidly changing and competitive market, doctoral physical therapy students should also possess a solid understanding of the ramifications and influence of defining factors both within and outside of the current health care delivery system.  Finally, because doctoral prepared physical therapists will be expected to demonstrate responsibility towards the betterment of the profession as a whole, they must also be willing to assume an active role in identifying emerging problems as well as to seek appropriate solutions. 

This course will be convened by several faculty conveners who represent various areas of practice, education, research and leadership within the physical therapy profession. It is also expected that each doctoral learner will contribute their own unique and varying professional experiences to our dialogue.  Thus it is hoped that together, learners and faculty will engage in a broad sharing of perspectives related to doctoral practice.   

Screening Medical Disorders - 8.00 credits - $120.00

William Boissonnault, PT, DPT, DHSc, FAAOMPT, FAPTA

Wrote the books entitled: Primary Care for the Physical Therapist: Examination and Triage, & Examination in Physical Therapy Practice: Screening for Medical Disease.

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This course is $120.  Dr Boissonnault will explore the therapist’s role as an interdependent practitioner working within a collaborative medical model.  Inherent in the responsibilities associated with this role is the ability to recognize clinical manifestations that suggest that physician contact is warranted regarding a client’s health status.  Equally important is knowing what one can omit from the examination scheme on a given day, while placing the client at minimal risk. 

A proposed examination scheme will provide the structure for our discussion. Presenting the clinical tools and decision-making processes necessary to more efficiently and effectively collect and evaluate the examination data, will be the focus of this seminar.  Professional communication with the client and other health care professionals will also be a central theme.    Patient cases are presented as the final part of this course as a means of applying differential diagnostic principles and promoting clinical decision-making. 

This course is co-sponsored by the American Physical Therapy Association (APTA), 1111 North Fairfax St., Alexandria, VA 22314.  APTA has been accredited as an Authorized Provider by the International Association for Continuing Education and Training (IACET).  This course has been approved by the Texas Board of Physical Therapy Examiners as meeting continuing competency requirements for PTs and PTAs for 8 CCUs. Approval #56511TX. The Oklahoma Physical Therapy Continuing Education Committee has approved this course for category B continuing education.  Approval code: OSBMLS 201502560. The American Physical Therapy Association is recognized by the New York State Education Department’s State Board for Physical Therapy as an approved provider of physical therapy and physical therapist assistant continuing education. Pennsylvania State Board of Physical Therapy has recognized APTA as an approved provider of continuing education for this course.  

  • Describe the physical therapist’s role and responsibilities associated with the medical screening process-compare and contrast with the physician’s role.
  • Integrate the medical screening principles in order to formulate an efficient and effective patient examination scheme.
  • Evaluate history and physical examination findings and decide whether communication with a physician is warranted regarding a patient’s health status.
  • Identify symptoms and signs, which warrant immediate communication with a physician.
  • Employ strategies to facilitate professional communication between therapist and physician and therapist and patient/client, including when, how and what to communicate regarding medical screening issues.
  • Describe the risk factors, pathogenesis and clinical manifestations of selected medical conditions representing the various body systems.
  • Effectively pursue additional information associated with differential diagnosis by the physical therapist.

Wellness and Health Promotion - 2.00 credits -

Jennifer Gamboa, PT, DPT, OCS

President of Body Dynamics – a multi-disciplinary physical therapy and wellness center and FitTest Solutions – software for annual PT examination/intervention 

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Reed Humphrey, PT, PhD

Directs the School of Physical Therapy and Rehabilitation Science in the College of Health Professions & Biomedical Sciences at the University of Montana

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Steve Tepper, PT, PhD

President of Rehab Essentials

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This course is designed to incorporate evidence based practice and utilization of the aforementioned coursework for the management of clients in the area of wellness and health promotion.  Focus will be on: 1) prevention or reduction of obesity, cardiovascular disease, diabetes, metabolic syndrome and other chronic diseases, 2) benefits of routine physical activity, and 3) basics of nutrition.  Incorporation of best evidence for both tests and measures and interventions will be examined.  Patient/clients will be viewed with legal/ethical, pharmacological, imaging, medical screening, business and coding implications.  Interventions will be examined in contemporary and future, professional clinical practice.  Clinical reasoning and decision making will be fostered through multiple case studies.

  • Utilize common websites/tools for predicting the likelihood of disease in your client/patient.
  • Describe the prevalence and other important health trends associated with metabolic disease across differing gender and ethnic groups.
  • Describe the association of metabolic risk factors for chronic disease risk, with particular reference to vascular disease and diabetes.
  • Evaluate the evidence for exercise and nutritional strategies in the prevention or remediation of disease risk.
  • Identify and evaluate practical objective clinical approaches (utilizing spreadsheets) in the assessment of exercise endurance, ABI, body mass and composition to optimize patient/client outcomes at risk for or diagnosed with metabolic disease.
  • Demonstrate the ability to design and implement a simulated prevention and wellness program, including screening and health promotion for individuals who are at risk for development of cardiovascular/pulmonary and musculoskeletal impairment(s)/ dysfunction.
  • Demonstrate the ability to recognize signs/symptoms of contraindication and termination points for activity or exercise.
  • Demonstrate the ability to educate patients or other individuals, groups, or communities on health promotion, prevention, and wellness by providing information on impairments, disease, disability, and health risks related to age, gender, culture, and lifestyle.
  • Incorporate the concepts of self-responsibility in wellness and health promotion.
  • Propose procedures for monitoring effects of health promotion prevention, or wellness programs.
  • Perform:
    • body mass index
    • a walk velocity test
    • six minute walk test
    • ½ mile walk test for obese women
    • 1 mile walk/walk-run/jog test

Enhance Your PT Curriculum

Join a growing list of academic institutions that use our courses to enhance their entry-level, transitional doctorate in physical therapy (tDPT), residency or fellowship programs.

Our DVD-based courses include slides, voice-over from the instructors, handouts, spreadsheets, lab forms, videos, and links to online resources and exams. All courses are based on the latest in evidence based practice (when applicable).

Our faculty includes multiple APTA fellows, Lucy Blair Service Award recipients, Maley Award recipients

Our faculty includes multiple APTA fellows, Lucy Blair Service Award recipients, Maley Award recipients, Golden Pen Writers Award recipients, and now a Mary McMillan recipient. Many of our expert instructors have literally written the book on their topic as it applies to physical therapy practice.


To get started, browse our list of available courses, or contact us with your questions or comments.

Hospitals and Clinics

Rehab Essentials can offer clinics and hospitals didactic materials to supplement your organization's competency and training program at a fraction of the cost. Costs savings occur through 1) allowing clinicians to complete the competencies during non-clinic hours, 2) free senior staff from performing these competencies, and 3) having content experts without the cost of travel/honorarium expenses. Utilizing these content experts in their field, Rehab Essentials can customize competencies based on your needs.

Competencies include:

  • On-line course materials can be viewed as many times as needed to insure understanding
    • Didactic materials taught by content experts that are self-paced, can be viewed outside work hours and thus do not have to interfere with clinic times
    • Video content of specific materials (e.g., abdominal aortic aneurysm examination, deep venous thrombosis risk assessment, likelihood of fracture, etc.)
    • Relevant case studies allowing for correct clinical decision making
  • Required/recommended reading lists
  • Written examination
  • Grading rubrics can be provided to allow your senior therapists to administer practical examinations

Featured competences:

Contact us to design a customized solution that meets your needs. Additionally we can provide consulting services tailored to your organization.

Residencies and Fellowship

Rehab Essentials offers didactic materials that meet the requirements for Description of Specialty Practice (DSP) for a number of residency programs in certain content areas. This content allows residency or fellowship faculty to have their students review or learn foundational materials while faculty create more advanced case studies to allow students to focus on clinical application.

Courses include:

  • On-line course materials can be viewed as many times as needed to insure understanding
    • Didactic materials taught by content experts that are self-paced, can be viewed outside work hours and thus do not have to interfere with clinic times
    • Video content of specific materials (e.g., abdominal aortic aneurysm examination, deep venous thrombosis risk assessment, likelihood of fracture, etc.)
    • Relevant case studies allowing for correct clinical decision making
  • Required/recommended reading lists
  • Written examination can be provided
  • Grading rubrics are provided to allow the faculty to administer practical examinations

Featured packages include:

Contact us to customize a solution that meets your needs.

Contact Information

For information about the courses:

Contact: Steve Tepper, PT, PhD
Phone: 443-421-7992
Email: stepper@rehabessentials.com


To order courses:

Contact: Jonathan Scheeler PT, DPT, MBA
Phone: 804-836-9730
Email: jscheeler@rehabessentials.com

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