The College of Allied Medical Professions is an educational unit of the University of the Philippines Manila, a constituent of the University of the Philippines System. Within the realm of the applied health sciences, attuned to the dynamism of development in these disciplines, and in consonance with the distinctive leadership in higher education and national development that belongs to the University of the Philippines as the National University, it is the mission of CAMP to:
- Lead in setting academic standards and innovations in teaching, research and faculty development;
- Provide graduate and undergraduate programs that are responsive to national needs and that impact on professional practice and education;
- Engage in research and develop research linkages, with a particular emphasis on research relevant to national policy formulation;
- Participate in community engagement and community development;
- Provide opportunities for training and learning in service-oriented leadership, responsible citizenship, and the development of democratic values, institutions and practice.
The members of the CAMP community collectively commit to and strive to reflect the following values:
- Integrity – a strong sense of ethics based on an appreciation of the inherent value of every human person that leads us to act with honor and personal integrity;
- Excellence – the press to ensure superior quality in all endeavors; the judicious use of academic freedom to enhance academic offerings, promote intellectual curiosity, progressive thinking and creative problem solving;
- Service – a concern for the well-being of all persons, particularly Filipinos with disabilities, that leads us to outdo ourselves in the effort to enhance their quality of life in any area of practice, under varied conditions, and in challenging geographic locations; this includes the desire to develop the competencies necessary to provide effective health care;
- Solidarity – a sense of unity with all persons that compels us to strive for the common good and is marked by mutual trust, collegiality and a respect for the needs and competencies of those we work with and for;
- Resourcefulness – the ability to innovate and adapt in order to create effective responses to prevalent situations, be it in the context of limited resources and limiting structures;
- A nurturing environment – promoting collaboration; fostering faculty, student and alumni relationships beyond classroom interactions; supporting staff development; ensuring accessibility and inclusion on campus as well as infrastructure that stimulates the development of character and excellence.
UPM-CAMP aspires to provide universally recognized applied health science education that:
- Produces well-rounded professionals with strong professional and personal ethics who are progressive thinkers attuned to lifelong learning, oriented to service and leadership, and responsive to the evolving needs of the community and society;
- Has a strong research base and well-established local and international collaborations;
- Is recognized for relevant expertise in professional practice, policy development, and public information.
What is now known as the UP Manila (UPM CAMP) officially opened its doors on 8 November 1962 as the School of Allied Medical Professions (SAMP), a unit within the College of Medicine. When it did so, UP became the first University in the country and in Asia to offer a Bachelor’s Degree in Occupational Therapy (OT) and in Physical Therapy (PT). Due to lack of space on campus, the Department of Health (DOH) provided two floors of the rehabilitation wing of the National Orthopedic Hospital (NOH) in Banawe Avenue in Quezon City to house the programs. Dr. Benjamin Tamesis, then chief of hospital of NOH, simultaneously served as SAMP’s first Director. On 31 March 1977, the UP Board of Regents (BOR) approved a change of status making SAMP an independent academic unit within the university.
Several international organizations such as WHO, UNICEF, UNDP, UK Colombo Plan, and the US Peace Corps supported the College in its formative years, providing consultants, basic equipment, books, fellowships, scholarships, etc. The first B.S. Occupational Therapy (BSOT) curriculum was developed by Mrs. Charlotte A. Floro and Mrs. Conchita Abad, who had completed a fellowship grant at the Philadelphia School of Occupational Therapy of the University of Pennsylvania in 1952 ; the first B.S. Physical Therapy (BSPT) curriculum by Mrs. Elizabeth Ahlberg (UN Consultant) and Mr. Robert Jacques (British PT Consultant). These curricula were approved at the 695th meeting of the BOR on 13 April 1962. On 26 January 1978, the BOR approved another degree program – B.S. Speech Pathology (BSSP) – which was developed by Ms. Rosella de Jesus who, having received a Fulbright scholarship, had earned a graduate degree in speech pathology at the University of Hawaii in 1975.
Through the years, these programs have undergone curricular evaluation, revision, and updates making them progressively more relevant to the needs of the Filipino. In 1999, the BOR approved the revision of the BSPT from a 4-year to a 5-year program. Major revisions to the B.S. Occupational Therapy program were approved by the University Council in April 2009; this revised curriculum is focused on an occupation-based and holistic approach to therapy.
The first graduates of the College in 1965 – 17 BSPT and 2 BSOT – were mainly nurses from selected regional hospitals. From these 19 enrollees, the College has grown to admit 110 freshmen yearly with an average total enrolment of about 500 undergraduate and 20 graduate students.
Over the past 10 years, the College has consistently ranked 1st or 2nd among all schools nationwide based on the Philippine Professional Regulation Commission (PRC) licensure examinations for OT and PT. Generally, graduates of both programs are among the top 10 examinees. No PRC licensure program exists for SP as of this writing.
On 28 April 1988, as part of the UPM reorganization, the BOR approved the elevation of the School to a College with the intent of securing better opportunities and support for its development goals. One such goal was to offer graduate level programs in OT, PT and SP as well as expand its research and extension services. However, it was only towards the end of the 90’s that the College conceptualized and operationalized its long overdue set of graduate programs. The Master of Rehabilitation Science (Speech Pathology), Master of Rehabilitation Science, and Master of Clinical Audiology were approved by the BOR in 1997, 1998, and 1999 respectively. The Master of Clinical Audiology is managed in collaboration with the College of Medicine. More recently, the Master of Physical Therapy program was approved by the BOR on 27 August 2010.
After being housed at the NOH for almost a decade, SAMP moved to the UP Philippine General Hospital (UP-PGH) compound by batches, the PT department in 1969 and the Administration and OT department in 1971. The programs were housed in three Marcos-type pre-fabricated buildings. From PGH, the College moved to the old NEDA compound on Padre Faura Street and in May 2010, it transferred to its current home at the academic site of UP Manila along Pedro Gil Street.
CAMP continues to grow to develop therapists with integrity who embody the University’s tenets of excellence, leadership and service to the country, who are culturally sensitive, globally competitive, resourceful, caring and responsive foremost to the needs of the Filipino people.... and to the rest of the world.
Reference: Villegas S.B. (November 2010), Brief History of the College of Allied Medical Professions.
BS Occupational Therapy
The revised BSOT curriculum was approved by the University Council in April 2009. The BSOT program aims to develop graduates who possess a high standard of knowledge, skills, and attitudes that will allow them to effectively enable people to participate in day-to-day activities that are meaningful to them. The program also aims to prepare its graduates to take on various professional roles in response to local practice needs and be adequately prepared to meet health care demands in global contexts.
The Bachelor of Science in Occupational Therapy program is a four-year program consisting of 156 units distributed throughout eight semesters and two summer periods. The first three years of the program is conducted through various classroom learning activities and the final year dedicated to the completion of a research project and to clinical training in different affiliation centers.
Students in the BSOT program begin with general education courses in arts and humanities; social sciences and philosophy; natural and biological sciences. These are followed by foundation courses covering human development; health, illness and disability; with courses centering on occupation-based theories, process and skills. The next phase of study focuses on occupational therapy evaluation and basic intervention strategies for pediatric, psychosocial and physical dysfunctions commonly seen in occupational therapy. Students are also equipped in research, teaching, community based rehabilitation, and basic concepts in organization and administration of occupational therapy services. Clinical training in the final year of study serves to integrate the theories, concepts, and skills through supervised management of actual patients in relevant practice settings.
Admission to the program is limited to a maximum class size of 30 students. Academic courses are taught using the team teaching approach with a variety of creative learning strategies which includes didactic instruction, small group discussions, laboratory, and field work.
BS Physical Therapy
The BS Physical Therapy program is designed to equip its graduates with entry-level competencies expected of a beginning professional physical therapist to continue the University's pioneering role in the delivery of health care services to the public. Specifically, the curriculum develops graduates who are knowledgeable, reflective, ethical, professional, and service-oriented who, by virtue of critical thinking, effective communication and lifelong learning, render independent judgments about developing, maintaining and restoring maximum movement and functional ability of a patient or client; and enhance the professional foundations for practice. These practitioners are expected to contribute to societal development and the profession through clinical practice, classroom and clinical teaching, administration, and the discovery and application of new knowledge about physical therapy.
BS Speech Pathology
The creation of the Bachelor of Science in Speech Pathology program as an undergraduate course in 1978 complements the other rehabilitation science programs offered by the College of Allied Medical Professions. The B.S. Speech Pathology program was designed to develop competent clinicians who will primarily respond to the needs of Filipinos with communication disorders, and who are globally competitive as well as socially and morally responsible professionals. Students of the B.S. Speech Pathology program are expected to develop the necessary skills, knowledge and attitudes to successfully evaluate possible communication disorders and related conditions, as well as to formulate and carry out intervention programs for individuals with communication disorders within the multi-lingual context and the resource conditions that currently prevail in the Philippines. They are expected to participate in the management of clinics, and to seek continued professional development through both structured and informal means. They also receive basic background that enables them to engage in research, in advocacy work and in policy development to some extent.
The B.S. Speech Pathology (BSSP) program is a four-year undergraduate clinical science program that seeks to help students develop the basic competencies needed to practice speech pathology as an independent clinician in the Philippine setting.
The academic program offers courses in human development and basic anatomy and physiology of the swallowing, speech, and hearing mechanisms. The normal functioning and development of language, articulation, voice, fluency, resonance, as well as disorders in these systems are studied. These include disorders associated with neurological conditions such as cerebrovascular accidents and cerebral palsy, congenital conditions such as cleft lip and palate, developmental disorders such as autism, mental retardation, and others. Courses in organization and administration as they apply to rehabilitation science, methods of research, and the community-based practice of rehabilitation also form part of the core curriculum of the undergraduate BSSP program.
Students in the BSSP program are provided with opportunities to work with professionals from the fields of rehabilitation science, education, psychology and medicine. They are also exposed to a variety of employment choices and work settings. The clinical training program provides the speech pathology students a variety of opportunities to develop and practice their clinical skills in assessment and evaluation, treatment planning, clinical documentation, treatment implementation, decision-making and interpersonal skills.
Update. [as of April 2016]: Starting Academic Year 2016-2017, the Department of Speech Pathology will accept shiftees, transferees, and second degree applicants to the B.S. Speech Pathology program through its lateral entry process.
Master of Clinical Audiology
The Master of Clinical Audiology is a two-year health science program that integrates basic theoretical knowledge and its clinical applications in the prevention and management of hearing impairments. The program covers the areas of audiologic evaluation, audiologic habilitation, hearing conservation, and the development of audiology service delivery programs.
At the end of the program, the graduate should demonstrate mastery of the necessary knowledge, skills and attitudes to:
- Competently evaluate hearing;
- Effectively engage in the habilitation and rehabilitation of hearing;
- Propagate audiology in the country as a service and as a profession.
Master of Physical Therapy
The Master of Physical Therapy (MPT) program is a graduate course for physical therapists who aspire to advance their competencies as practicing clinicians and to develop a specialized area of practice. The program highlights the use of advanced concepts in the clinics, including critical analyses of theories that underpin practice in physical therapy, a more comprehensive study of the physiological bases of physical therapy, careful integration of research evidence and ethics in decision making, conduct of clinical research, efficient application of the different modes of clinical reasoning, and an enhanced appreciation of issues affecting contemporary practice.
The proposed program comprises four components: courses designed to increase understanding of the theoretical bases and current issues of physical therapy practice; research-related courses designed to improve the physical therapist’s ability to engage in and utilize research to further practice; clinical practice courses to develop advanced professional skills and a mastery of applying the physical therapy process; and a graduate-level elective or cognate which provides complementary competencies.
Full-time students can complete the program in 5 semesters. The first three semesters are classroom-based courses. The fourth semester will focus on the application of knowledge in clinical settings, while the last semester willl be focused on completing a research-oriented special problem and learning a selected topic of choice.
Master of Rehabilitation Science
The Master of Rehabilitation Science aims to upgrade the standards of professional practice in the rehabilitation sciences in the Philippines in the areas of clinical practice, teaching, research and management. It intends to develop rehabilitation science programs and professionals responsive to the health needs of the country and to develop models of practice in the rehabilitation sciences.
A graduate of the MRS program should be equipped with the necessary knowledge, skills and attitudes to:
- Demonstrate advanced clinical competencies in accordance with the professional and ethical standards of practice;
- Provide education and training in the delivery of quality-assured therapy services;
- Pioneer in conducting research for the improvement of rehabilitation services in the country;
- Develop policies and programs with national impact in the area of quality rehabilitation service delivery.