UNDERGRADUATE
Bulletin

School of Health and Rehabilitation Sciences

Program Descriptions

Athletic Training

Department of Sports Medicine and Nutrition (SMN)

The undergraduate athletic training education degree program earned initial accreditation in 1997 and continuing accreditation in 2004 through the Commission on Accreditation of Athletic Training Education (CAATE). Prior to this, the curriculum had been National Athletic Trainers’ Association approved since 1978. The athletic training curriculum is defined by the current Board of Certification, Inc. Role Delineation Study, which consists of six performance domains to include: (1) Prevention; (2) Clinical Evaluation and Diagnosis; (3) Immediate Care; (4) Treatment, Rehabilitation, and Reconditioning; (5) Organization and Administration; and (6) Professional Responsibility. The curriculum is structured to provide both academic and clinical instruction. The academic curriculum includes such courses as anatomy, kinesiology, human and exercise physiology, injury evaluation and treatment, and therapeutic modalities and exercise, among others. This course work provides a foundation for the hands-on clinical experiences provided in the clinical education setting. The students’ clinical requirements include direct patient care with athletes and physically active patients and evaluation of skills by Approved Clinical Instructors who supervise each student’s clinical experience.  Students rotate through three on-campus athletic training facilities and several off-site affiliated settings during the clinical education component acquiring valuable skills under the direct supervision of certified athletic training staff, team physicians and other allied health professionals. Upon completion of the four-year baccalaureate degree, students are eligible to sit for the BOC, Inc. certification examination. Successful completion of this exam affords the candidate a variety of employment opportunities including athletic training positions at the high school, college, or university level; sports medicine and rehabilitation clinics; and professional athletic teams. Additionally, many students pursue graduate education opportunities in a number of sports medicine-related professions.

Procedures

Application to the Athletic Training Education Program is made following successful completion of a minimum of 45 credits and enrollment in REHSCI 1811 and 1812.  Notification of admission occurs following a personal interview with the athletic training faculty and verification of completion of all pre-requisite criteria.  The deadline for submission of an application for admission consideration is March 15 annually. 

Applications are online at:  www.shrs.pitt.edu/Apply.

Prerequisites for Admission

A. Completion of the following

A grade of C- or better is required for 1–11.
A grade of B or better is required for 12–13.
50 credits of prerequisite course work
10 additional credits of elective course work required

B. Successful completion of at least 60 credits of course work prior to admission.

C. Forty-five clinical observation hours under the direct supervision of a certified athletic trainer at the University of Pittsburgh. These hours are made available to students who are registered for REHSCI 1811 Basic Athletic Training.

D. Twenty hours of observation outside the University of Pittsburgh and under the direct supervision of a certified athletic trainer. The 20 hours must be distributed evenly between a high school facility and a sports medicine clinic.

E. Completion of admissions application including technical standards for admission.

Technical Standards for Admission

The Athletic Training Education Program at the University of Pittsburgh is a rigorous and intense program that places specific requirements and demands on the students enrolled in the program. An objective of this program is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals engaged in physical activity. The technical standards set forth by the Athletic Training Education Program establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skills, and competencies of an entry-level athletic trainer, as well as meet the expectations of the program’s accrediting agency (Commission on Accreditation of Athletic Training Education [CAATE]) .

The following abilities and expectations must be met by all students admitted to the Athletic Training Education Program.

Candidates for selection to the Athletic Training Education Program must demonstrate:

• The mental capacity to assimilate, analyze, synthesize, integrate concepts, and problem solve to formulate assessment and therapeutic judgments and to be able to distinguish deviations from the norm.
• Sufficient postural and neuromuscular control, sensory function, and coordination to perform appropriate physical examinations using accepted techniques; and accurately, safely, and efficiently use equipment and materials during the assessment and treatment of patients.
• The ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural and social backgrounds; this includes, but is not limited to, the ability to establish rapport with patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at a level consistent with competent professional practice.
• The ability to record the physical examination results and a treatment plan clearly and accurately.
• The capacity to maintain composure and continue to function well during periods of high stress.
• The perseverance, diligence, and commitment to complete the athletic training education program as outlined and sequenced.
• Flexibility and the ability to adjust to changing situations and uncertainty in clinical situations.
• Affective skills and appropriate demeanor and rapport that relate to professional education and quality patient care.

Candidates for selection to the Athletic Training Education Program will be required to meet these technical standards with or without reasonable accommodation.

Selection Criteria

Based upon the following:

• A.   Overall minimum GPA of 2.50
• B.   Completion of all prerequisites
• C.   Personal interview
• D.   Personal qualities important for athletic training, i.e., enthusiasm, motivation, positive health habits, strong work ethic, and time commitment

Athletic Training Curriculum Sequence

The following course sequence is identical for all athletic training students in the junior and senior years.

Clinical Dietetics and Nutrition (CDN)

It is widely accepted that good nutrition plays a major role in the maintenance of health and the quality of life, the prevention and treatment of certain diseases, as well as recovery and rehabilitation following physiological trauma. Although a number of professions include nutrition as one area of research and/or practice interests, it is the profession of dietetics that dedicates its efforts entirely to the improvement of the nutritional status of people and the advancement of the science of nutrition. Registered dietitians whose specialized education is based in the biological, sociological, nutritional, and food sciences provide nutritional care to people, both well and ill, by using their expertise in nutrition science, food science, psychological and social significance of eating behavior management, food economics, budgeting, counseling, and education, and research methodology. Registered dietitians practice in a variety of settings. These include hospitals and other healthcare institutions, industry, wellness and community programs, government, research, and private practice.

Preparation for a career as a registered dietitian requires the completion of:

• a bachelor’s degree in an approved/accredited program
• an accredited supervised practice experience
• the National Registration Examination for Dietitians.

The Clinical Dietetics and Nutrition program offers several options for meeting the eligibility requirements to take the registration examination:

•  Completion of a Bachelor of Science degree in the Clinical Dietetics and Nutrition Program. The Didactic Program in Dietetics is accredited by the Commission on Accreditation for Dietetics Education (CADE) of the American Dietetic Association, 120 South Riverside Plaza, Suite 2000, Chicago, IL 60606-6995. Following competition of the didactic BS degree subsequent completion of an accredited post baccalaureate Dietetic Internship program is required. The University assumes no responsibility for the placement or supervision of graduates in dietetics internships.
• Completion of the Coordinated Masters Program in Dietetics (CMD), which combines didactic education leading to a Master of Science degree with supervised practice. The CMD emphasis area is nutrition therapy. Admission prerequisites for the CMD are provided in the graduate bulletin or see www.shrs.pitt.edu/cdn/degrees for more information. The CMD is accredited by the Commission on Accreditation for Dietetics Education (CADE) of the American Dietetic Association, 120 South Riverside Plaza, Suite 2000, Chicago, IL 60606-6995.

Both preceding options are currently available at SHRS.* The emphasis in both programs is clinical dietetics practice.

Admission Prerequisites for the Bachelor of Science degree in Clinical Dietetics and Nutrition (Didactic Plan in Dietetics) are:

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Communication Science

Department of Communication Science and Disorders (CSD)

The Department of Communication Science and Disorders offers a major in communication science that focuses on the physical and psychological foundations of communication as well as on the basic structure of language and the process of speech and language development. This major, leading to a BA degree, is particularly appropriate for students considering graduate study in communication science and disorders (speech-language pathology [SLP] and audiology).

The field of communication science and disorders and the professions of speech-language pathology and audiology are currently among the most attractive and diverse healthcare and educational professions available. The scientific basis appeals to the scientist who has an interest in basic or applied research, and the human clinical element appeals to the practitioner who is motivated to make a difference in people’s lives.

One in 10 Americans has a communication disorder because of a developmental speech or language disorder, stroke, head injury, hearing loss, stuttering or voice problem, or some other disorder or problem that interferes with speech, language, or hearing development or use. Each one can be helped in some way by a speech-language pathologist; audiologist; or speech, language, or hearing scientist.

Recent projections from the U.S. Department of Labor indicate a shortage of speech-language pathologists and audiologists for many years to come. The future of the job market is healthy due to an increasing public awareness of the need for early diagnosis of speech, language, and hearing disorders; an awareness of the educational, social, and employment benefits of remediation programs for communication disorders; an aging population; and a concern about occupationally induced hearing disorders, among other factors. The need for speech, language, and hearing scientists is also great—there are many research and academic opportunities for those interested in research in these fields. For more information on the Department of Communication Science and Disorders and the degrees it offers, visit www.shrs.pitt.edu/csd. Other Web sites of interest are www.asha.org and www.audiology.org.

The undergraduate degree in communication science is also an excellent preparation program for graduate work in education of the deaf and hard of hearing, elementary or special education, the neurosciences, speech and hearing sciences, and other health-related professions such as rehabilitation counseling, occupational therapy, and physical therapy. The necessary additional prerequisites for these programs can be taken while completing the major.

Admission Requirements

Students can enter the communication science program, either from the School of Arts and Sciences (A&S) or from another institution, once they have completed approximately 60 credits. Students entering the University of Pittsburgh as freshmen will be admitted initially to the School of Arts and Sciences (A&S) through the Office of Admissions and Financial Aid. After the first two years of study in A&S, students will transfer to the School of Health and Rehabilitation Sciences. During these first two years, students will complete the basic skills and general education requirements for the degree (see below). One or more of the introductory major courses may be taken during these first two years (e.g., CSD 1230 Introduction to Speech and Language Pathology, CSD 1232 Introduction to Audiology, CSD 1101 Introduction to Clinical Processes in Speech-Language Pathology and Audiology). (Note: It is not necessary to complete all of the general education courses listed below prior to transfer to the major, but it is advisable to include as many of these courses as possible in the 60 required credits. Any outstanding general education courses can be completed in the junior and senior years while enrolled in the communication science program.) Students transferring from outside the University of Pittsburgh should complete an SHRS application form and transfer application which can be found on the school’s Web site at www.shrs.pitt.edu. Students should submit transfer or application forms once they have completed approximately 45 credits in anticipation of completing close to 60 credits prior to transfer. Students should make direct contact with the CSD academic advisor, 412-383-6562, for help with the transfer process. Early contact with the academic advisor is also recommended to take advantage of the specialized advising available during freshman and sophomore years.

Course requirements for the undergraduate major in communication science:

(Total credits required—120)

 

Major (Core) Courses (41 credits)

Courses in the communication science major are offered in fall and spring terms. Several courses have prerequisites and care needs to be taken when planning the curriculum. Students should consult with the CSD academic advisor before scheduling their courses. The suggested sequence of courses is outlined below. Courses marked with * may be taken earlier in freshman or sophomore years. The full schedule for each semester is completed with any remaining general education or mandatory elective requirements, minor or certificate courses, or other elective courses. Interested students should be aware that the core course requirements may change before this University bulletin is revised again. Please consult with the CSD academic advisor (412-383-6562) for current information.

 

Mandatory Electives

Five courses must be completed, one from each of the areas listed below. These courses are designed to ensure that the student is well educated in related disciplines, in keeping with the place of communication science and disorders at the confluence of several realms of study. Consult with the CSD Academic Advisor for more course options.

1. Statistics and Measurement
   Basic Applied Statistics, Applied Statistical Methods
2. Biological, Neurological, Cognitive Foundations of Language
   Sensation and Perception, Introduction to Biopsychology, Learning and Motivation, Cognitive Psychology, Brain and Behavior, Introduction to Neuroscience
3. Philosophy of Science
   Principles of Scientific Reasoning; Introduction to Philosophy of Science; Mind and Medicine; Morality and Medicine; Philosophy and Rise of Modern Science; Magic, Medicine, and Science
4. Sociocultural Studies
   Introduction to Cultural Anthropology; History of Medicine and Health Care; Social Problems; Science in Society; Global Society; Introduction to Social Psychology; Language, Gender, and Society; Cross-Cultural Communication.
5. Lifespan Development
   *Developmental Psychology, *Child Development, Nature of the Young Child, Lifespan Development, Adolescent Psychology, Psychology of Aging

*A course in either developmental psychology or child development is required for professional certification in SLP or audiology.

Note:
1) Some of these courses may simultaneously satisfy general education requirements (e.g., social science, philosophy, natural science [life], or quantitative reasoning). Consult with the CSD academic advisor for guidance (412-383-6562).
2) Students can consult with the CSD academic advisor to discuss other possible courses to meet these mandatory elective requirements.

Related Area/Minor

No additional related area or minor is required for this undergraduate degree. However, many students are able to complete certificate programs or minors in addition to the requirement for the BA in communication science. In recent years, students have attained certificates in conceptual foundations of medicine, Latin American studies, American Sign Language, and children’s literature and minors in neuroscience, linguistics, and sociology. These are only a few of the many certificate and minor programs available at the University of Pittsburgh.

Pennsylvania Education Certification in Speech-Language Impaired

Students wishing to practice as speech-language pathologists in Pennsylvania public schools after graduate school must complete, in addition to other master’s and certification requirements, at least one 3-credit course in each of the following content areas: 1) child development, 2) foundations of education, 3) instructional methods (regular methods), and 4) instructional methods (special learning needs). These courses can be taken as electives in the undergraduate degree program.

Emergency Medicine

Today, the field of out-of-hospital medicine is expanding rapidly to include many aspects of patient care in addition to emergency management. As this field continues to grow and change, leaders and educators with a background in emergency medicine are needed to help shape the future of Emergency Medical Services. A Bachelor of Science Degree in emergency medicine can benefit the emergency medical services (EMS) professional in many ways. This dynamic and multidisciplinary approach to emergency medicine education will provide the student with a strong foundation in clinical experiences, educational expertise and administrative leadership.

This program is designed to meet the growing need for the advanced skill levels required in the EMS profession and to prepare students for the technical, clinical and administrative challenges of a career in EMS and health care today. Many Emergency Medicine students continue to medical school and other graduate level education.

Recognizing that students will be entering the program with varying levels of education and experience, students are admitted into the program at the appropriate level based on student's career and academic experiences. Currently certified paramedics can be awarded up to 39 credits. The program can be completed on a full or part-time basis. The program permits entry at various levels based on the student's career and academic experience.

Due to the ever changing health care industry and the integral part EMS has played in public safety, EMS will be more than a medical response in an emergency. It will play a vital role in improving the general health of the population in the community it serves. The demand is also growing for EMS professionals to have an expertise in business, management, teaching and clinical techniques. This program is inended to give its students the edge in every aspect of the field.

Prerequisite Courses

Students are admitted into the Emergency Medicine program after successful completion of a minimum of 60 college credits, including the following prerequsite courses:

Distance Education Option

The Senior Year courses may be taken using a distance education model. Students are required to have current certification/licensure as a paramedic and have completed 51 college credits, including the required prerequisite courses. The distance Education Senior Seminar course requires the student to attend lectures on-campus at the University of Pittsburgh's campus in Pittsburgh, PA USA. These courses will be held during finals week of each spring semester.

Distance Education/Transfer Students

Students are required to earn 30 credits at the University of Pittsburgh School of Health and Rehabilitation Sciences. These 30 credits may not include prerequisite courses.

This program requires students to complete clinical education at facilities external to the University, and such facilities will or may require a criminal background check, an Act 33/34 clearance, and perhaps a drug screen to determine whether you are qualified to participate in the clinical education. Additionally, in order to become certified/licensed, many states will inquire as to whether the applicant has been convicted of a misdemeanor, a felony, or a felonious or illegal act associated with alcohol and/or substance abuse.

 

Health Information Management (HIM)

In health care facilities, the health information management department is the key health information center for the medical staff, administrators, other health professionals, and the community. The health information management professional directs the work of this department and is a key member of the management team, helping with decisions affecting patients and the institution. Health information management professionals design, develop, evaluate, and manage health information systems and disease registries in all types of healthcare facilities, organizations, and agencies.

Health information management graduates are prepared to serve the healthcare industry wherever health information is collected, organized, and analyzed, and work in a variety of health care settings such as acute-care hospitals, psychiatric facilities, ambulatory-care facilities, physician office practices, long-term care facilities, mental health agencies, and rehabilitation centers. Their ranks are also increasing in consulting, accounting and legal firms, disease registries, payer organizations (e.g. insurance, reimbursement), research and policy agencies, and educational institutions.

Due to the increased presence of technology as a key component of health care delivery, more HIM professionals are finding career opportunities in the information systems environment, where they develop, market, and implement software; ensure that systems comply with standards and regulations, and work in support of quality, privacy, and security in paper-based as well as electronic medical records. The opportunities for graduates continue to be plentiful, as highlighted by the American Health Information Management Association: Health Information Management—40 Work Settings, 125 Job Titles, One Great Career.

In order to meet the data requirements of all facets of the healthcare delivery system, a broad-based curriculum has been designed for health information management students. The health information manager combines knowledge of health care, health records, information management, and administration to provide quality services that meet the medical, epidemiological, administrative, legal, ethical, regulatory, and institutional requirements of the health care delivery system being served. The graduate must also have an understanding of anatomy, physiology, pathophysiology, epidemiological research, statistical methods, and legal aspects of health care, as well as knowledge of both state and federal regulations.

Clinical education, beginning in the spring term of the junior year, is scheduled at various healthcare institutions to provide the student with real experiences in the profession. The final clinical education is a six-week full-time management affiliation at a healthcare institution within, or, at times, outside the state. Students are responsible for expenses during clinical education.

The health information management program is accredited by the Commission on Health Informatics and Information Management Education (CAHIIM). Following satisfactory completion of all course requirements, the graduate will be awarded the degree of Bachelor of Science and will be eligible to take the registration examination of the American Health Information Management Association. For more information, see www.him.pitt.edu.

Part-Time Study

Students may pursue this program on a part-time basis. A meeting with the appropriate advisor is recommended.

Progression for the Registered Health Information Technicial (RHIT)

Provision for transfer of credits may be made for those students who have satisfactorily completed a junior college health information technology program accredited by the Commission on Health Informatics and Information Management Education (CAHIIM). In addition, the HIM department has an articulation agreement with the Health Information Technology Program at the Community College of Allegheny County, enabling qualified graduates of the HIT program to matriculate into the HIM program at the University of Pittsburgh as juniors.

The Pitt Freshman Guarantee

All incoming Pitt freshmen choosing the Pre-Health Information Management major will be granted guaranteed admission (at regional Pitt campuses, choose corresponding codes).

Admission Requirements

Students are admitted into the health information management program after successful completion of a minimum of 60 credits, including the following prerequisite courses:

Note: For part-time and registered health information technician students, HIM Clinical Education 1440, 1460, 1480, and 1495 and HIM 1496 (Senior Project) may be taken in any term with permission of advisor and the instructor after the appropriate prerequisite courses have been completed.