Curriculum
The curriculum for the B.Tech Physiotherapy program at Homoeopathy University Jaipur is meticulously designed to provide students with a comprehensive understanding of human anatomy, physiology, pathology, and therapeutic techniques. The course structure spans eight semesters, integrating theoretical knowledge with hands-on clinical experience.
Course Structure Overview
The curriculum is divided into foundational courses during the first two semesters, followed by specialized modules in subsequent years. Each semester includes core theory subjects, practical laboratory sessions, and clinical exposure through internships and research projects.
| Semester | Course Code | Course Title | Credit Structure (L-T-P-C) | Pre-requisites |
|---|---|---|---|---|
| 1 | PHY-101 | Introduction to Human Anatomy | 3-0-0-3 | None |
| 1 | PHY-102 | Cell Biology and Histology | 3-0-0-3 | None |
| 1 | PHY-103 | General Physics | 3-0-0-3 | None |
| 1 | PHY-104 | Biochemistry | 3-0-0-3 | None |
| 1 | PHY-105 | Human Physiology | 3-0-0-3 | None |
| 1 | PHY-106 | Introduction to Biomechanics | 2-0-0-2 | None |
| 1 | PHY-107 | Laboratory Practice I | 0-0-4-2 | None |
| 1 | PHY-108 | Communication Skills for Health Sciences | 2-0-0-2 | None |
| 2 | PHY-201 | Pathophysiology | 3-0-0-3 | PHY-101, PHY-102 |
| 2 | PHY-202 | Pharmacology | 3-0-0-3 | PHY-104 |
| 2 | PHY-203 | Biomechanics and Motor Control | 3-0-0-3 | PHY-106 |
| 2 | PHY-204 | Psychology and Social Sciences in Health | 3-0-0-3 | None |
| 2 | PHY-205 | Introduction to Clinical Skills | 3-0-0-3 | None |
| 2 | PHY-206 | Laboratory Practice II | 0-0-4-2 | PHY-107 |
| 3 | PHY-301 | Musculoskeletal Physiotherapy I | 3-0-0-3 | PHY-201, PHY-202, PHY-203 |
| 3 | PHY-302 | Neurological Physiotherapy I | 3-0-0-3 | PHY-201, PHY-202 |
| 3 | PHY-303 | Cardiopulmonary Rehabilitation | 3-0-0-3 | PHY-201, PHY-205 |
| 3 | PHY-304 | Pediatric Physiotherapy I | 3-0-0-3 | PHY-201, PHY-205 |
| 3 | PHY-305 | Research Methodology and Ethics | 2-0-0-2 | None |
| 3 | PHY-306 | Laboratory Practice III | 0-0-4-2 | PHY-206 |
| 4 | PHY-401 | Musculoskeletal Physiotherapy II | 3-0-0-3 | PHY-301 |
| 4 | PHY-402 | Neurological Physiotherapy II | 3-0-0-3 | PHY-302 |
| 4 | PHY-403 | Geriatric Physiotherapy | 3-0-0-3 | PHY-304 |
| 4 | PHY-404 | Community Health Physiotherapy | 3-0-0-3 | PHY-303 |
| 4 | PHY-405 | Advanced Clinical Practice | 3-0-0-3 | PHY-301, PHY-302, PHY-303, PHY-304 |
| 4 | PHY-406 | Laboratory Practice IV | 0-0-4-2 | PHY-306 |
| 5 | PHY-501 | Rehabilitation Engineering and Assistive Devices | 3-0-0-3 | PHY-401, PHY-402 |
| 5 | PHY-502 | Occupational Therapy Integration | 3-0-0-3 | PHY-401, PHY-402 |
| 5 | PHY-503 | Evidence-Based Practice and Clinical Decision Making | 3-0-0-3 | PHY-305 |
| 5 | PHY-504 | Research Project Proposal Development | 2-0-0-2 | PHY-305 |
| 5 | PHY-505 | Internship I | 0-0-12-6 | None |
| 6 | PHY-601 | Advanced Musculoskeletal Interventions | 3-0-0-3 | PHY-501 |
| 6 | PHY-602 | Advanced Neurological Interventions | 3-0-0-3 | PHY-502 |
| 6 | PHY-603 | Specialized Clinical Practice in Sports Medicine | 3-0-0-3 | PHY-401, PHY-402 |
| 6 | PHY-604 | Research Project Execution and Analysis | 2-0-0-2 | PHY-504 |
| 6 | PHY-605 | Internship II | 0-0-12-6 | PHY-505 |
| 7 | PHY-701 | Capstone Project Planning and Design | 3-0-0-3 | PHY-604 |
| 7 | PHY-702 | Clinical Supervision and Mentorship | 3-0-0-3 | PHY-605 |
| 7 | PHY-703 | Presentation and Publication Skills | 2-0-0-2 | PHY-503 |
| 7 | PHY-704 | Final Research Project | 0-0-12-6 | PHY-701, PHY-702 |
| 8 | PHY-801 | Final Internship and Industry Exposure | 0-0-12-6 | PHY-704 |
Detailed Descriptions of Advanced Departmental Elective Courses
Rehabilitation Engineering and Assistive Devices: This course explores the design, development, and implementation of assistive technologies for individuals with disabilities. Students learn about robotics, prosthetics, exoskeletons, and smart home systems that enhance independence and mobility.
Occupational Therapy Integration: Designed to bridge the gap between physiotherapy and occupational therapy, this course covers functional assessment techniques, activity analysis, and environmental modifications that support daily living activities.
Evidence-Based Practice and Clinical Decision Making: This elective teaches students how to critically evaluate scientific literature, apply research findings to clinical practice, and make informed decisions based on patient data and outcomes.
Clinical Supervision and Mentorship: Focused on developing leadership skills in healthcare settings, this course prepares students to supervise junior practitioners, conduct training sessions, and provide mentorship to peers.
Advanced Musculoskeletal Interventions: This advanced course delves into complex musculoskeletal conditions, including chronic pain management, joint replacement recovery, and post-operative rehabilitation strategies using innovative techniques.
Advanced Neurological Interventions: Students study advanced neurological conditions such as traumatic brain injury, spinal cord injuries, and neuromuscular disorders. The course covers novel treatment approaches and emerging therapies for neurorehabilitation.
Specialized Clinical Practice in Sports Medicine: This course focuses on sports-related injuries, athletic performance enhancement, and preventive care strategies tailored to athletes of different ages and skill levels.
Research Project Execution and Analysis: Students learn to plan, execute, and analyze research projects from start to finish. Topics include hypothesis formulation, data collection methods, statistical analysis, and report writing.
Capstone Project Planning and Design: This course guides students through the process of selecting a capstone project topic, developing a comprehensive plan, and preparing for final implementation under faculty supervision.
Presentation and Publication Skills: Designed to enhance communication abilities, this course teaches students how to present research findings effectively, write scientific papers, and participate in academic conferences.
Project-Based Learning Philosophy
The department strongly believes in project-based learning as a fundamental component of effective education. Our philosophy emphasizes experiential learning where students engage in real-world projects that simulate clinical scenarios or address actual healthcare challenges.
The structure of these projects includes multiple phases: problem identification, literature review, planning, execution, evaluation, and presentation. Students work in teams to develop solutions that integrate theoretical knowledge with practical skills.
Mini-projects are assigned during the third and fourth years, focusing on specific topics such as designing a home exercise program for elderly patients or evaluating the effectiveness of a new rehabilitation technique. These projects contribute significantly to students' assessment scores and help build confidence in their clinical abilities.
The final-year thesis/capstone project is a comprehensive endeavor that requires students to identify a research question, conduct an extensive literature review, design and implement a study, analyze results, and present findings in a formal report and oral defense. Faculty mentors guide students throughout this process, ensuring they meet academic standards and professional expectations.
Project selection involves discussions between students and faculty members, considering student interests, available resources, and relevance to current healthcare issues. Students are encouraged to propose innovative ideas that align with their career goals and societal needs.