Ashley McGrath ’25 ’27DPT first became interested in physical therapy (PT) at age 11.
“When I was in the fifth grade, my grandmother fell and broke her hip,” recalls McGrath, currently in her fifth year of the Accelerated Program in Health and Exercise Science & Physical Therapy (3+3). “She did PT at Spaulding Rehabilitation Hospital in Charlestown. I saw her unable to walk, then using a walker, then using a cane, and eventually walking normally. It was amazing.”
When her grandmother was discharged from Spaulding, McGrath became even more involved. “She did PT at home, and we did the exercises together. It made such a positive impact on my life.”
Knowing that her chosen career required a Doctor of Physical Therapy (DPT), McGrath explored accelerated degree programs when searching for her undergraduate institution. In addition to small class sizes and its Boston location, Simmons appealed to her for the 3+3 program, in which students earn a Bachelor of Science in Health and Exercise Science in three years, followed by another three years of study to earn their DPT.
The Transition from Undergraduate to Doctoral Student
“I loved living on campus at Simmons,” says McGrath. “We were able to go to the Gardner Museum for free, or attend a Red Sox game for $9. It was a great undergraduate experience.”
McGrath also took advantage of activities offered by the Colleges of the Fenway (COF), being a part of COF Dance for four years. “It kept me involved with the other schools in the Fenway,” says McGrath.
The graduate DPT program is full-time and includes summer courses, starting the summer after McGrath’s junior year. During McGrath’s first summer in the program, she took two courses: Human Anatomy (DPT 621) at Harvard Medical School for cadaver dissection, then an afternoon class lecture at Simmons.
“You would learn about [anatomy] in the lecture, then the next morning go to the lab and actually see it during the dissection,” says McGrath. In the lab, students did “mock practicals” in preparation for practical exams, identifying muscles during dissection and the action of each muscle.
Those who didn’t finish their lab work or wanted extra time to review could attend an “open lab” in the afternoon. “Open lab is run by graduate students who have already taken the specific course. They are there to help you and answer questions about the course.” Open lab continues into the fall and spring semesters, where graduate assistants offer hands-on demonstrations of what students learned in the lab, or clarification of lecture content.
While she has become accustomed to the shift from undergraduate to graduate work, she notes that it was a difficult transition for the first year of the DPT program.
“I was still living on campus in my fourth year of my undergraduate degree and maintaining undergraduate friendships, but taking graduate classes,” she recalls, noting that diverging from the course of study of her friends was a challenge.
Fortunately, the Department of Physical Therapy faculty were more than willing to help. That said, “you have to advocate for yourself,” says McGrath, “if you need help, you need to seek it out. But they are very supportive — I’ve never not felt supported.” In addition, making friends with fellow PT students also aided this transition.
Clinical Rotation
Throughout the course of study, DPT students complete three full-time clinical experiences: a full-time (approximately 40 hours per week) clinical rotation for 12 weeks under the supervision of a licensed PT. One of these experiences includes a travel requirement, which ensures that students complete a 12-week rotation at least 60 miles from Boston. The DPT program affiliates with hundreds of institutions across the country, offering a wide variety of clinical settings and locations.
This summer, McGrath spent 12 weeks in Florida doing an outpatient orthopedic clinical rotation. “I was so nervous going in, but once I was actually down there, I realized that I knew what I was doing. Simmons prepares us for this; it’s fine.”
She noted in particular the “skills checks and practical exams” at Simmons, where students need to demonstrate skills and verbalize what they are doing as they would to a patient and to the exam proctor. “As you practice, you use patient language with the patient and clinical terms to the proctor. It gives you a good example of what you will be doing during clinical.” Especially for a self-described introvert, practicing these human interactions was useful for McGrath. “Everything I did during the summer rotation, I was [first] taught at Simmons.”
McGrath was also prepared to communicate effectively with the Clinical Instructor (CI) who supervised her work. “Towards the middle of the rotation, I was taking half of his caseload,” she says. “My CI let me have my own independence working with patients, but he was always nearby. He allowed me the space to think on my feet, develop my own way to treat, and find my own flow.”
While she has an interest in pediatric physical therapy, her outpatient orthopedic rotation was revelatory. “I didn’t think I was going to like it as much as I did. So I’m keeping an open mind. I don’t want to put myself into a box yet; I want to experience it all to have a good career and help people, no matter the setting.”
She also notes that the travel requirement can be a boon for those willing to relocate after graduation. “It was a great networking opportunity,” notes McGrath. Students who intend to move out of state for their permanent positions may choose to fulfill this requirement near the end of their studies, for networking purposes.
Commuting DPT Student
Now in her second year of the graduate portion of her studies, McGrath commutes via MBTA subway to the Simmons campus.
“Last year, I had 8 am classes every day, but I was living on campus so the commute was much shorter. Now I have just two 8 am [early classes] per week.”
After classes, she spends time in the library to catch up on assignments, or visits the open lab to practice hands-on skills learned that week.
During fall and spring semesters, students participate in “integrated” clinical experiences, which are not full time and can be completed while taking classes. Last semester, she spent one day per week for six weeks at Marathon Physical Therapy in Wellesley, Massachusetts. She’s currently doing a four-week rotation at Spaulding Rehabilitation Hospital.
Self Care and Stress Management
“I love the 3+3 structure,” says McGrath. “I know that, at 18, students are young to commit to going straight from undergrad to grad. Last fall, I was overwhelmed with managing friendships and living on campus; there was definitely an adjustment period. I had to adjust to the new routine, but I already knew Simmons, so I didn’t have to adjust to a new learning environment.”
Even after a busy day of labs and studying, McGrath has time for fun. “My [PT friends] will ask, ‘when are we going to the [Red Sox] game?’”
That said, McGrath did struggle with stress, especially before exams, but has developed some coping mechanisms to handle the pressure.
“I exercise three days per week, as that helps me, mentally,” says McGrath. “Just before an exam, I need space away from my classmates. I use Insight Timer [an app] to do a five-minute meditation, then I can go in with a clear head. The key is to find something that works for you.”