Doktor der Physiotherapie (Vorregistrierung)

The Doctor of Physiotherapy (Pre-registration) (DPT) is a full-time programme delivered using innovative teaching methods to assist and contextualise learning. This programme leads to qualification as a physiotherapist, eligible to apply for HCPC registration as a practising physiotherapist. Modules are delivered by experienced tutors, researchers and invited academic and clinical lecturers who are specialists in their area of expertise.

Our close links with clinical/practice specialists allow our students access to the most up-to-date clinical material, research and professional expertise within the university and practice settings.

The DPT is practice and research led and the programme is designed to produce graduates who are equipped to meet the current and future needs and challenges of health & social care practice and research. The physiotherapy department has academic staff who are recognised experts in their areas of practice.

What you will study

The overall aim of this programme is to develop analytical, evaluative, creative and skilled Physiotherapists with an entrepreneurial mindset, who are responsive to professional, social and cultural change. Our doctoral graduates will be confident, transformational, responsible and empathetic practitioners, leaders and global citizens able to implement evidenced-based practices within the public and private services, effectively evolving and influencing innovative local, national or global areas of practice and research.

Students undertake over 1000 hours of clinical education in a range of practice setting, which includes an elective placement. Doctoral level modules will involve personal and professional development in the context of physiotherapy practice and research. Students will have the opportunity to conduct two innovative research projects.

Applicants to the programme will have attained a GPA greater than or equal to 3, normally in a science subject related to physiotherapy. The undergraduate degree must have contained a substantial amount of human physiology and experience of the process of research is essential.

Applicants should have an understanding of the role of physiotherapy practice and research within the current health and wellbeing agenda. Relevant visits to clinical locations, voluntary work or part-time employment in an area where the impact of disability is experienced are desirable, but not essential. Students have to clearly articulate their motivations for applying to the DPT programme.

Equality and Diversity

The School of Health and Life Sciences, in conformity with Glasgow Caledonian University's Dignity at Work and Studies Policy, is committed to promoting quality, diversity and an inclusive and supportive environment free from discrimination and discriminatory practices for its students and staff.

It strives to ensure that people are treated equally regardless of their sex, marital status, gender reassignment, race, colour, ethnic or national origin, economic background, nationality, disability, religion, sexual orientation, age or other inappropriate distinction.

The School endeavours to ensure that no applicant for study or student is disadvantaged or discriminated against unlawfully and that all are treated on the basis of their relevant merits and abilities.

The University’s Code of Practice in respect of students with disabilities follows a Social Model of Disability. Applications from candidates with disabilities or specific learning difficulties are assessed using the same criteria that applied to all prospective students View our admissions policy.

Prospective students with disabilities are encouraged to declare their disability on their application form in order that discussion regarding requirements can be initiated and information concerning arrangements available at the University can be provided.

The School considers fully whether reasonable adjustments can be made for fitness to practice criteria and is committed to making reasonable adjustments to the provision of services and curricula which facilitate equal opportunities for disabled students as appropriate.

The department adheres to the CSP guidance on welcoming and supporting disabled students (CSP, 2010) and the principles of this guidance are utilised in the process of assessing individual cases. All students will need to be able to discharge their duties without compromising their own safety or others safety, under Health and Safety Legislation.

The University Disability Support Team offers students an individually tailored package of support that varies according to the particular learning and teaching needs that are associated with specific student needs.

Assessment and identification of a student’s learning needs will be the responsibility of the central Disability Support Team in liaison with the Programme Admissions Coordinator, Disability Coordinator and Programme Leader.

To be considered EU students would require more than the basic university entry set in their own country. Proficiency in English is gauged by a score greater than 600 in the written T.O.E.F.L. or 7 in the I.E.L.T.S.

International student start dates

For new international students, orientation events start on 14 September 2018 . This extra time is specifically designed to assist new international students in settling into the UK and GCU prior to the start of general student induction and teaching.

There will be a whole host of fun and informative activities taking place during this period, including campus and city tours, as well as welcome events where you can meet other international students.

Glasgow Caledonian University is a distinctive, inclusive and forward-looking university that is committed to its social mission to promote the common good. We have become an international centre of excellence in higher education, promoting employability and global citizenship in our graduates. We win awards for our support and commitment to the student experience, whilst delivering innovation through our world-class research in key areas of strength. We have a tradition of widening access to higher education for talented individuals regardless of their backgrounds, and we leverage our intellectual and social capital for the benefit of the communities we serve in Scotland and internationally.

Glasgow Caledonian University (GCU) is a vibrant, innovative and multi-award winning University for the Common Good.

We aim to contribute to society in a manner that embraces yet goes beyond the traditional role of a university. GCU’s For the Common Good commitment is brought to life and delivered by students and staff across academic schools and departments.

Welcome to the School of Health and Life Sciences

The School of Health and Life Sciences, one of three academic schools in GCU, brings together the departments of Life Sciences, Psychology, Social Work and Allied Health Sciences and Nursing and Community Health.

Working in partnership with our staff, students and external stakeholders, the School of Health and Life Sciences has created a unifying vision designed to meet the 2020 University Strategy, embedding excellence, engagement and energy into every aspect of school life.

Our School brings together the departments of Life Sciences, Psychology, Social Work and Allied Health Sciences and Nursing and Community Health. Inter-departmental collaboration allows the School to offer an unparalleled range of teaching programmes and flexible delivery options, research, bespoke training and consultancy services across the health, social care and life sciences sectors.

The School has more than 280 academics including Professors, Readers, Postdoctoral Research Fellows, and Research Assistants. We received an outstanding 93% student satisfaction in the most recent National Student Survey. We have over 4000 students from all over the world including the UK, Canada, Myanmar, Indonesia, Kuwait, Saudi Arabia and Bangladesh. They are a highly valued and integral part of our academic community.

We are committed to innovative, engaging and inter-professional education for all of our students. This is underpinned by our world-class facilities and cutting-edge research. The success of our methodology is demonstrated by our outstanding National Student Survey results.

Research Excellence

Excellence in teaching and research, top academics, supportive and stimulating learning environment in a wide range of areas – from Food Biosciences to Nursing.

Our Research

In REF 2014, we ranked in the top 20 in the UK for health research at world-leading and internationally excellent standards. Find out about our award-winning academics and vibrant research community.

Our Facilities

We offer students and businesses access to state-of-the-art learning and research facilities across all our departments.

Our Departments

The strengths of the School of Health and Life Sciences and the associated Institute of Applied Health Research lie in our professional expertise, multidisciplinary team-based service delivery, and strict adherence to regulatory standards that require partnerships with the public, and commercial and non-governmental organisations.

Our school's commitment to excellence and collaboration ensures we are on the cutting edge of undergraduate, postgraduate and research practice and knowledge, inspired by an individual and collective wish to contribute to the improvement of health and well-being.

Our school offers a breadth of theoretical knowledge, practice skills and educational engagement spanning community to bench to business and bedside, and back into the community, and supported by ongoing investment in our people and facilities.

The school consists of three departments subdivided into academic subject groups:

• Department of Nursing and Community Health
• Department of Psychology, Social Work and Allied Health Sciences
• Department of Life Sciences

Practice Academic Careers

Our policy of supporting Practice/Clinical Academic Careers across all disciplines is fundamental to the School of Health and Life Sciences. These are embedded in our mission towards the Common Weal and underpin our commitment to ensuring that practice, both clinical and academic, drives our learning and our research.

Our ongoing aim is to establish our School as a nationally and internationally recognised centre of excellence, with Clinical Academic Research Careers and Practice Education Academic Careers forming a key element in this vision.

The School’s clinical academic practitioners successfully integrate clinical knowledge, skills, research and education in their specialist area to benefit patients/clients and learners, and to enhance service delivery.

Through our Clinical Academic Research Careers and Practice Education Academic Careers, the School of Health and Life Sciences engages in real-world research and education to answer genuine dilemmas in practice and questions raised by those at the forefront of service and care delivery. Practice drives our learning and research, and our research provides evidence which is implemented into practice to benefit patients/clients, communities, health and social care services.

Supporting practice academic careers

The Clinical Academic Research and Practice Education Academic practitioners represent all the disciplines in the School of Health and Life Sciences, and are members of established research groups in the Institute for Applied Health Research, with its associated infrastructure and research impacts. They fulfil key roles in generating important research questions from practice and in working to ensure the new evidence shapes and influences service delivery as well as health and social care policy. The School has practice/clinical academic research practitioners and practices education academic practitioners in the areas of:

• Nursing
• Social Work
• Psychology
• Physiotherapy
• Occupational Therapy
• Podiatry
• Radiology
• Vision Sciences – Optometry, Orthoptics
• Operating Department Practice