Physical Therapist Assistant

Prospective students should consider the physical challenges of the program to help determine if he or she can successfully complete job duties required of a PTA. Refer to the list of Technical and Core Performance Standards for OCtech’s PTA program listed on the Admission Criteria Sheet. All students enrolled in the program must be able to complete these standards with or without reasonable accommodations.

All students enrolled in the program are required to complete an integrated and terminal clinical affiliation. The first clinical affiliation is completed the last 7 weeks of fall semester and the terminal affiliation is completed the final 7 weeks of spring semester. Students are required to complete one inpatient and one outpatient clinical experience with one of the two being in an area where rural healthcare is provided. Clinical education composes 14 weeks of the PTA program. Students are exposed to supervised clinical experiences where they treat real patients from different socioeconomic backgrounds with a wide array of diagnoses. Students will treat patients from any age group while gaining experience with interprofessional collaborative care through engagement with various health care professionals and PT/PTA teams. While on clinical, students are required to work the schedule of their Clinical Instructors, which may vary among facilities.

The PTA program has contracts with clinical facilities across the State of South Carolina. The Academic Coordinator of Clinical Education is responsible for placing students at clinical sites that meet program requirements and upon which active agreements exist between the College and clinical site. Multiple factors are considered when making clinical assignments. Examples include:

• A student’s prior experiences before entering the program and strengths/weaknesses identified during coursework and previous clinical rotations
• Program policy to place each student in one institutional dwelling and one community dwelling facility with one being in a rural area
• Location of the clinical facility
• Communication and learning style of the student
• Environment and teaching style of the facility/clinical instructor(s)
• Educational and personal goals of the student
• Consideration of student requests
• Proximity to OCtech

On-campus classes begin at 8:00 am and end between 2:30 and 4:30 pm Monday – Thursday of each semester, except for the last 7 weeks of fall and spring semesters when clinical affiliations occur. Students should plan to stay after normal scheduled hours to practice lab skills and prepare for projects. Classes include lectures, group activities, role play, simulation, debate, presentations, and many other instructional methods appropriate for adult learning.

Students enrolled in Phase II of the program take all classes together and become very close as they spend many hours practicing skills and serving as simulated patients.

Program faculty are readily available to assist students with needs and work diligently to provide a stimulating and engaging environment for student learning. Due to the large amount of information that must be learned, students are actively involved in the learning process throughout each day with the exception of a lunch break.

Due to the rigor of the program and time required to learn material and complete assignments, it is not recommended that students work while enrolled in the program. While some students have been able to manage a light work schedule, others have found the need to devote their time to the program for success.

Faculty recommend students speak to Financial Aid Counselors to discuss financial assistance, if needed, while enrolled in the program.

• Small class size of 22 students
• Low faculty to student ratio
• 3 semesters once accepted (Begin Phase II in May and graduate the following May)
• Low financial obligation for the pending salary upon graduation
• 100% employment rates for program graduates
• Above national averages for licensure pass rates at 100%
• State-of-the Art-Equipment
• Variety of clinical sites across the State of South Carolina
• Engagement with students in other Health Science, PT and PTA programs
• Involvement with Advocacy and Community Service Learning

Mission

The mission of the Physical Therapist Assistant (PTA) Program at Orangeburg-Calhoun Technical College is to provide a comprehensive and engaging curriculum to graduate competent PTAs who are capable of progressing movement in rural health care settings by delivering professional, ethical, and evidenced-based services.

Philosophy

The philosophy of the PTA Program at OCtech is congruent with the College’s mission. Faculty will dedicate themselves to instilling high standards of ethics, professionalism, and clinical expertise by providing a stimulating, challenging, and comprehensive educational experience. Students will be offered a wide array of opportunities and experiences focused on a flexible, comprehensive and engaging curriculum. Faculty will be committed to professional development efforts to cultivate the unique qualities of each student. Program faculty will actively provide support and opportunity for growth to support student success. They will devote time to ongoing assessment and revision of the curriculum to accommodate student needs and ensure excellence in education. By using innovative and contemporary practice, faculty will dedicate themselves to quality instruction using various assessment methods aimed at reaching all learning styles to confirm entry-level competence. This will allow students a multitude of opportunities upon graduation.

The PTA Program will embrace the culturally diverse population served by the College’s rural community and will commit to mutual respect between faculty, students, and the community as a whole. Faculty, students, and those served in the community compose a variety of individuals who span various age groups, cultural backgrounds, and value systems. The program is committed to providing students with the tools necessary to deliver services with consideration of human dignity and the needs of the patient, unrestricted by age, sex, race, creed, social or economic status, handicap, personal attributes, or the nature of the health problem. The faculty will strive to graduate respectful, professional, and ethical students who are dedicated to personal development as well as progressing movement in rural health care settings.

It will be the responsibility of the student to be an active and committed participant in the program. The student will have to critically examine concepts and reflect upon them in a safe, ethical, efficient, and competent manner to restore optimal function in the patients they serve. Only through the engagement of faculty and students can transformation into successful and self-reliant individuals occur. Ultimately, this will make a positive impact on citizens of rural communities served by graduates of the program.