Steve Tepper and Carol Davis come onto the show to talk about reduction in variation and the flipped classroom model in healthcare education including where DPT programs stand as a whole on this, why these issues exist, pros and cons of flipped classroom and reduction in variation along with the evidence regarding this and Steve talks about Rehab Essentials and how it is contributing to improving healthcare education and reduction in variation in DPT education.

Rehab Essentials Website: 

Rehab Essentials Facebook Page: 

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Rehab Essentials YouTube Page: 

Patient Practitioner Interaction (6th Edition) by Carol Davis:,204,203,200_QL70_&dpSrc=detail 

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Schedule an Appointment with Kyle Rice:   

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Research References

Beaudoin, M. F. (2013). Institutional leadership. In M. G. Moore (Ed.), Handbook of distance education (pp. 467–480). London: Routledge.


Diaz, V., & Strickland, J. (2009). ELI discovery tool: Blended learning workshop guide. Educause Learning InitiativeUnit 7. Retrievedfrom


Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education7(2), 95–105.


Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of Distance Education (3rd ed., pp. 333–350). New York, NY: Routledge.


Joosten, T. M., Barth, D., Harness, L., & Weber, N. L. (2013). The impact of instructional development and blended teaching on course effectiveness. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), Blended Learning: Research Perspectives (Vol. 2, pp. 173–189). New York, NY: Routledge.


King, S., & Arnold, K. C. (2012). Blended learning environments in higher education: a case study of how professors make it happen. Mid-Western Educational Researcher,25(1/2), 44–59.


Moisei, S. D., & Hughes, J. A. (2008). Supporting the online learner. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 419–439). Athabasca University Press. Retrieved from (Links to an external site.)


Picciano, A. G. (2009). Blending with purpose: The multimodal model. Journal of Asynchronous Learning Networks13(1).


Watson, J. (2008). Promising practices in online learning: Blended learning – the convergence of online and face-to-face education. North American Council for Online Learning. Retrieved from



Steven H. Tepper, PT, PhD, FAPTA is President of Rehab Essentials, Inc., which powers the transitional DPT program at University of Montana.  He is also a “freelance” professor with the Universities of Delaware, George Washington, Maryland, the Ohio State, & Virginia Commonwealth. Dr. Tepper received his BS in Physical Therapy and a PhD in Experimental Pathology from the University of Maryland.  He taught at University of Maryland for 12 years and then spent 13 years Shenandoah University where he was a full professor and Director of the entry-level and transitional-DPT programs. He has authored several chapters and peer reviewed journal articles on various topics.  His professional highlights include President of the Cardiovascular and Pulmonary Section of the APTA, Task Force Member on Clinical Practice Guidelines III for the APTA, recipient of the Cardiovascular and Pulmonary Sections Linda Crane Merit Award 1999, University of Maryland Alumnus of the Year 2003, Robert C. Bartlett Award for Innovation in Fundraising from the Foundation for Physical Therapy 2005, the Lucy Blair Service Award recipient, 2013, Charles Magistro Service Award from the Foundation for PT and became Catherine Worthingham Fellow in 2016.  Dr. Tepper has a passion for teaching.

Carol M. Davis, DPT, EdD, MS, FAPTA is  Professor Emerita and immediate past Vice Chair of the Department of Physical Therapy at the University of Miami Miller School of Medicine in Miami, Florida.    She is also a clinician in active clinical practice, primarily treating patients with cervical and lumbar spine pain utilizing energy-based manual therapy, myofascial release, along with exercise.  

Dr. Davis is an international lecturer and consultant and a respected author in rehabilitation literature.  She is the author/editor of 4 editions of texts: Integrative Therapies in Rehabilitation – Evidence for Efficacy in Therapy, Prevention and Wellness, as well as 6 editions of Patient-Practitioner Interaction – an Experiential Manual for Developing the Art of Health Care, both published by Slack Books, Inc., and several text book chapters, many focusing on the science of energy medicine and complementary therapies.  She has published over 30 articles in peer reviewed journals. Her areas of scholarly interest include educating students and professionals in the affective domain, particularly in professional interactions in health care, ethics, empathy, using the self as a therapeutic presence with patients, along with her clinical scholarship of investigating sustained release myofascial release as a manual therapy to assist in reducing pain and restoring cellular health.  

Dr. Davis has traveled to several countries as a consultant in these two main areas of her interest, and has received many honors. In 2017 she was awarded the national Outstanding Mentor Award by Women in Academic Medicine in San Francisco. She was recognized in Canada as the first Helen Saarinen Lecturer at McMaster University, in Hong Kong as a visiting Academic Scholar, and in the United States by Utica College, Syracuse University as Distinguished Faculty Lecturer of the Year, and by the American Physical Therapy Association with the Dorothy Briggs Memorial Scientific  Inquiry Award, the Lucy Blair Service Award, the Geriatric Section Distinguished Faculty Educator Award, The Cardiopulmonary Section Linda