Purpose: There is growing interest in hybrid online/on-campus instructional models that enable physical therapist students to train while residing within their chosen communities. Little to no information specific to translating traditional, on-campus physical therapy curricula into a hybrid model has been published to date. This platform will outline how a clinical course taught in a traditional, on-campus DPT program was translated into a hybrid online/on-campus model. Description: A 4-unit lecture/lab patient management course that prepares DPT students to examine and evaluate patients across the lifespan, within multiple physical therapy settings, was translated from a traditional model (2.5 hours lecture and 7 hours of lab/week for 16 weeks) to a hybrid online/on-campus model. Translation required that each version (hybrid and traditional) have the same learning objectives, content, student performance expectations, and semester duration. An expanded faculty would deliver the course simultaneously in the hybrid and traditional models. Equity in course content and performance measures was the highest priority in the translation process. Translation occurred between July 2017 and July 2018 in collaboration with an online course management company. The phased translation process included: 1) pedagogical planning, 2) content production and filming, 3) technological building, and 4) quality assurance. Faculty maintained full control over course development and had support from educational technology specialists, course production managers, video production managers, and video production crew and directors during 25 days of in-studio filming. The final hybrid model incorporated a flipped classroom, in which students received short lectures and skills videos completed at an individually determined pace (asynchronous content), followed by weekly 2-hour interactive synchronous classes using Zoom® with a 1:12 faculty/student ratio. The on-campus component occurred during two 7-day (approximately 54 hours each) on-campus immersions to reinforce asynchronous and synchronous content and refine students’ psychomotor skills. A 1:6 student/faculty ratio was provided with focus on psychomotor skill practice, targeted feedback, and physical skills assessment over 23 hours specific to the course. Summary of Use: This platform is among the first to describe the process of translating a traditional, on-campus DPT clinical course into a hybrid online/on-campus model. Collaboration with an online course management company provided faculty with critical support and infrastructure. Comparisons between the two formats will be presented including lecture hours, laboratory hours, assignments, written exams, and practical exams. Importance to Members: As healthcare education trends are evolving toward inclusion of distance learners, this presentation details a model for the translation of traditional curricula to hybrid online/on-campus models with embedded quality assurance checks.