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About Sujoy Bose

Dr. Bose received his Doctorate of Physical Therapy from Des Moines University. Prior to that, he holds a Masters in Health Sciences with Physical Therapy major from University of Indianapolis, a Bachelors of Physiotherapy, from the University of Calcutta, India, and a Diploma in Physiotherapy from the National Institute for the Orthopaedically Handicapped, in Calcutta, India.
Dr. Bose is principally interested in the pathophysiology and fundamental pathology of disease processes. Secondarily, his professional interests have been in the progression of the Hospitalist PT role in acute care practice, and Differential Diagnosis of medically-complex presentations in contemporary PT practice.
Dr. Bose also maintains a clinical practice in local area hospital systems. He is a Diplomate of the American Board of Physical Therapy Specialties in Cardiovascular & Pulmonary PT. He currently serves on the Board of Directors for the Acute Care Section of the APTA as the Secretary, and is also a member of the Cardiovascular & Pulmonary Section of the APTA. Sujoy was appointed into SACE (Specialty Academy of Content Experts) of the American Board of PT Specialties in 2013.
Dr. Bose has research and scholarly Interests in knowledge translation and integration to inform the practice of acute care physical therapy, innovative practice models of physical therapy as a hospitalist service, diagnostics and triage of the medically complex patient, and, controlling healthcare costs by implementing outcomes & evidence in clinical acute care practice.
Teaching Philosophy:
In the United States, the last two decades have probably seen the most remarkable acceleration in the transformation of physical therapy from being a mere technical specialty to an evolving defined science. Over this period, a distinct body of scientific knowledge has been established by singular, as well as, collective efforts of some remarkable scientists and practitioners, who have dared to question the status quo. However, at some level, there has remained an amazing skew of the new knowledge-base and practice development in only a few of the fundamental sciences of medicine, namely, orthopedics, neurology, & some cardiopulmonary. There seems to have been a marked disregard for integrative body systems, all of which play an intimate role in the homeostatic mechanisms of the milieu of the body. Mechanisms, which when deranged, have profound effects on the ability of the body to function, move, and survive. Despite curricular effort to integrate the teaching & learning of the pathophysiological basis of disease, these remain singularly the least understood and poorly imparted elements of current physical therapy education, to the extent that I can verify by a wide swath of students presenting for clinical education. Indeed, acute care has often been relegated to an optional learning opportunity in many curriculums. The reversal of these lacunae in physical therapy education forms the crux of my teaching philosophy.
My specialty can be summarized as being a hospitalist; one who practices “integrative medicine” in the context of physical rehabilitation. Successful management of a patient requires astute understanding of the intricate interdependency of the body systems. When I incorporate all the aspects of history, labs, social contexts, work, life, and evolution of the pathophysiology of symptoms into the context of a single patient, it invigorates me to see a student’s face light up with excitement. There is a certain sense of achievement to observe students when they finally understand the importance of how diverse tests and conditions transcend from being just “red flags”, to becoming key elements to the diagnosis and the implementation of patient care. Previously “gray” concepts begin to have meaning and integrating the generalities allows the “jigsaw puzzle” of symptoms and disease to click into a full picture. I prefer case‐based learning & the Socratic Method as a hallmark of my teaching style. I have found this style of learning to work well where students build confidence in discussion-based learning, often by leading the discussion process. I also integrate this teaching-learning style in my clinical education where I borrow concepts from the well-established medical model of residency education. By grouping clinical students into teams of first, second, and third years, I experiment successfully with models where senior students mentor their juniors before seeking my corroboration & prior to implementation of plan.
Teaching for me is a give & take relationship. I will do my best to make concepts as clear as feasible to a student. I will travel the extra mile to make sure the information I offer is as evidence-backed as the fundamental pathology permits. I prefer, even insist, that students counter-check all assertions, views, and facts prior to assimilating that into their own conceptual framework. Students have to do their part in being active member of the learning team. They have to work through trials, tribulations, & both successes & failures, to be able to come out as true professionals. There are only these two pillars holding the team up. Failure of either is not an option.


Present Assistant Professor, School of Physical Therapy, Marshall University

Curriculum Vitae

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Honors and Awards

  • Cynthia Kincaid Outstanding Clinical Instructor Award – Michigan Physical Therapy Association -SIG-CE – 2014

Contact Information

Office: 304-696-5615