DPW Fall 2021 Worksheet

DPW Fall 2021 Worksheet

The following examples are provided for the purposes of discussion and guidance only. They must not be copied or otherwise misused in the development of accreditation reports. Any information and/or guidance provided by staff or other CAPTE representatives does not guarantee any outcome with respect to the evaluation of evidence submitted by programs in accreditation reports including, but not limited to, the Application for Candidacy, Progress Reports, and/or Self-study Reports.

EXAMPLES 1A and 1B Discussion questions: Do these goals & outcomes support the mission? Did the program write the responses as directed for 1A and 1B? Mission, Goals, and Outcomes Example 1 (PTA): PROGRAM MISSION "The Program provides a comprehensive curriculum based on contemporary physical therapy practice delivered in a high-quality, student-centered learning environment. Program graduates will be prepared to serve the community through employment as competent and ethical physical therapist assistants able to work under the direction and supervision of a physical therapist." The PTA Program exists within the Allied Health Department at the College. The mission of the Allied Health Department mirrors that of the institutional mission and is based upon four primary tenets: teaching, learning, growing, and enriching through the provision of opportunities for personal, academic, cultural, and professional growth. Implicit in the institutional mission is a strong commitment to community service through workforce development, which serves to enhance economic stability and promote prosperity both locally and regionally. The congruency between the Program’s mission statement and the institutional mission is evidenced by a shared emphasis on workforce development, as the Program demands competency, a commitment to ethical practice and compassionate care in the provision of healthcare services by all of its graduates, many of whom will become integral members of the local and regional healthcare workforce. Consistent with the institutional mission, the Program offers opportunities for learning by providing academic instruction to students seeking to grow through education, improved career opportunities as licensed physical therapist assistants, and the ability to positively impact their communities by providing valuable healthcare services of exceptional quality. Contemporary professional expectations of physical therapist assistants at entry-level are both behavioral and performance related, and these expectations are rooted in several source documents, including, but not limited to:

• The Normative Model of Physical Therapist Assistant Education, v. 2007; • Standards of Ethical Conduct for the Physical Therapist Assistant; • APTA Guide for Conduct of the Physical Therapist Assistant; • Core Values for the Physical Therapist and Physical Therapist Assistant; • Minimum Required Skills of Physical Therapist Assistants at Entry-Level; • APTA PTA CPI-Web; • FSBPT NPTE-PTA Blueprint.

As stated in its mission, the Program exists to “provide students with the academic foundation necessary for entry into the workforce as competent, ethical, and compassionate health care providers, which is consistent with the expectations found in most of the documents listed above. The Program recognizes the core values and professional standards set forth by the APTA, the curricular expectations for the preparation of entry-level physical therapist assistants as outlined in the Normative Model and approved by CAPTE, as well as the vision of the APTA for physical therapy as a profession, and has attempted to convey, through the Program’s mission, the understanding that “…a firm commitment to the core values and standards of professionalism,” advocating for the profession, and a commitment to lifelong learning are integral concepts required in the education and preparation of the physical therapist assistant. Additionally, the mission conveys a recognition of the specific role of the PTA as a healthcare practitioner who works exclusively under the direction and supervision of a PT and is a member of a community who seeks to improve the lives of other members of the community while embracing the cultural diversity found within it. This is further evidence of the consistency of the Program’s mission with the professional expectations of the preparation of the physical therapy assistant as the concepts of role recognition, responsibility, duty, and social responsibility, all of which are elements of the Core Values, are explicitly reflected in Program’s mission statement. The following program goals, which are congruent with the Program mission, were developed by the core faculty: Program Goal 1. Program graduates will contribute to the development of the regional healthcare workforce by working as competent and ethical PTAs under the direction and supervision of a PT. Program Goal 2. Program graduates will communicate effectively and professionally in a culturally competent manner with patients and caregivers from diverse backgrounds. Program Goal 3. Program faculty will provide students with a positive learning environment and a comprehensive curriculum based on contemporary, evidence-based physical therapy practice. Program Goal 4. The Program will promote the importance of professionalism, personal development and professional development through faculty modeling, life-long learning, and service opportunities. As stated in the Program mission, the Program exists to provide a comprehensive curriculum based on contemporary physical therapy practice delivered in a high-quality student-centered learning environment. Program graduates will be prepared to serve the community through employment as competent and ethical physical therapist assistants able to work under the direction and supervision of a physical therapist. This mission is directly reflected in the Program’s goals, as each goal specifically relates to elements in the mission. Program goals one and two relate to the mission of preparation of graduates for competent, and ethical entry-level practice as PTAs. Goals three and four reflect the manner in which graduates will be prepared for entry-level practice and specifically describe elements of a “high quality student centered learning environment.” This includes a comprehensive curriculum presented in a positive learning environment based upon contemporary, evidenced-based PT practice that is provided by faculty who promote professionalism and model personal and professional development through life-long learning and service opportunities.

Mission, Goals, and Outcomes Example 2 (PT): The DPT program mission states: “Based on a liberal arts foundation, the College Doctor of Physical Therapy (DPT) program will develop competent, ethical physical therapists providing client-centered, interprofessional care. Students and graduates will be reflective and inquisitive lifelong learners and educators. Faculty in the program will be interprofessional leaders who practice innovative teaching, research, and service. The program and its graduates will positively influence the health and quality of life of diverse populations and the profession through community outreach and advocacy.” (Handbook program student, page 10) The DPT mission is well-aligned with the Department of Rehabilitation Sciences and College missions as noted below. There are 5 contemporaneous goals based on the DPT mission aimed at meeting expected program outcomes:

1. To graduate students who are competent practitioners providing effective, ethical and safe physical therapy care;

2. To develop graduates who are leaders in evidence-based interprofessional client-centered practice; 3. To promote graduates who value lifelong learning and education; 4. To cultivate educators who pursue excellence in teaching and are leaders in scholarship and service; 5. To advance the profession of physical therapy and contribute in positive ways to society.

The current goals are rooted in the DPT mission to develop competent, ethical graduates who aspire to be leaders in interprofessional practice (Goals 1 and 2) and are reflective, inquisitive practitioners (Goal 3). Goals 1-3 highlight the belief that DPT graduates will be well-prepared for contemporary physical therapy practice. Faculty-specific goals identify the expectations that faculty display excellence in teaching and are leaders in contemporary scholarship and service (Goal 4). The program-level goal speaks to the positive influence that graduates and faculty will have on community health and the profession of physical therapy (Goal 5). Program goals may change over time if there are changes in the DPT, Department of Rehabilitation Sciences, and/or mission statements or other external factors. Assessment of the applicability of the program goals will occur every year at the DPT Annual Retreat to ensure that they are aligned with changes in contemporary practice, the educational system and healthcare environment, the institution, the community, and graduate outcomes. DPT goals will be refined based on careful analysis of any relevant changes, as well as emerging evidence on best practice and educational pedagogies.

EXAMPLE 1C4 Discussion Question 1C4:

● Does the narrative adequately describe the formal processes that will be used to ensure that each student achieves entry level clinical performance prior to graduation?

Narrative Example for Element 1C4 (PTA): To ensure students demonstrate entry-level clinical performance prior to graduation, students must demonstrate entry-level performance for all 14 CPI criteria by the end of their final clinical education experience to meet Program graduation requirements. This requirement can be found in the Program Clinical Education Handbook on pg. 30 (Clinical Experience Assessment and Expectations), and on the syllabus for the final clinical education experience Clinical Practicum (PTA 268). Prior to graduation, students must also achieve entry level performance for all 10 Professional Behaviors (assessed by Program faculty), must pass all physical therapy courses with a “C” or better, and must pass all required skill competency checks and lab practical examinations. These requirements can be found on pg. 31 of the Program Student Handbook in Section 3.1: Professional Behaviors. Students have not completed their final clinical experiences at this time. Therefore, evidence/data for meeting this standard is not currently available. This data will begin to be collected and analyzed following completion of initial cohort’s final clinical experience and graduation (May 2022). Narrative Example for Element 1C4 (PT): The DPT faculty have developed a comprehensive, contemporary curriculum to prepare students for entry-level PT practice. Students are expected to successfully complete faculty-designed instruction with assessments of knowledge, skill and professional behaviors in a stepwise manner throughout the curriculum. The curriculum is designed to progress student cognitive knowledge, psychomotor skill, and affective behaviors using an integrated sequential series of courses with regular assessment of student mastery prior to advancing in the curriculum. Student cognitive knowledge assessment includes evaluation of performance in course-level didactic content both within and across courses and satisfactory performance on the FSBPT Practice Exam & Assessment Tool (Federation of State Boards of Physical Therapy Examiners, 2020). Psychomotor skills and affective domain competencies are assessed via graded skills checks, clinical simulation experiences embedded in clinical courses, a final high stakes summative clinical simulation practical, successful completion of four part-time integrated clinical education experiences, and successful completion of 36 weeks of full-time clinical education experiences (CE). At the culmination of each semester, the core faculty will assess student readiness to progress to the next semester in the program. Student progression will be determined using the standards recommended by the American Council of Academic Physical Therapy Student Readiness for the First Full-Time Clinical Experience, established minimum thresholds developed by the faculty, and the Minimum Required Skills of Physical Therapist Graduates at Entry-Level (Timmerberg, 2019; APTA, 2009). It is at the discretion of the core faculty to develop a plan of action up to and including dismissal from the DPT program if students do not demonstrate the requisite knowledge, skills and behaviors to progress in the program. In collaboration with the clinical faculty, the Director of Clinical Education (DCE) will ensure that students meet established clinical practice thresholds using the Clinical Internship Evaluation Tool (CE Tool Assess Student) and Clinical Experience Professional Behaviors Assessment scores at the completion of each clinical experience (Fitzgerald, 2007; Furze, 2015; Huhn, 2018). The DCE in consultation with the clinical faculty may develop an action plan if students are not achieving established thresholds for successful completion of full-time CE. The DCE will consult with the core faculty and PD in cases where student action plans need to be developed. Based on a lack of student progress in an action plan or an egregious student encounter in the clinic, the core faculty and DCE may recommend dismissal. Based upon the data provided, the PD may ultimately dismiss the student based upon the faculty and DCE’s recommendations. Faculty will comprehensively assess entry-level knowledge, skills, and behaviors prior to the final terminal clinical experiences using the FSBPT Practice Exam & Assessment Tool (PEAT©) and a final high stakes summative clinical simulation practical competency in Complex Clinical Reasoning in Research and Practice (DPT 920). Upon successful completion of the final terminal experiences based on CIET scores, the DCE and the

core faculty are ultimately responsible for determining that students have met the graduation requirements to obtain a DPT degree.

EXAMPLE 2A (PTA) Discussion Questions for 2A:

• Does this provide a good picture of the overall assessment process? • Does it include all elements delineated in Elements 2B1-2B5:

o identify the areas to be assessed, and o describe how the process will utilize information about professional standards and guidelines and

institution mission and policies? Narrative Example 1 for Element 2A The College and the Program defines institutional effectiveness (IE) as a systematic evaluation of how well the needs of its stakeholders, including students, core and clinical faculty, members of the community, and local businesses and industries, are met through the Program’s mission, goals, outcomes and objectives, which are closely aligned with and supportive of the College mission, goals and objectives. The College has extensive and well-established planning and assessment procedures in place to ensure continuous improvement of programs and services. Program core faculty have incorporated elements of these procedures into the design of a systematic, formal, and ongoing program assessment and data collection process to ensure continuous improvement over all aspects of the Program. The Program assessment process has been designed to ensure it is comprehensive; includes both formative and summative assessment measures; and aligns with assessment policies of the College. The Program engages in ongoing, integrated, and comprehensive research-based planning and evaluation processes that (1) incorporates a systematic review of Program and College mission, goals, and outcomes; (2) results in continuous improvement in Program quality; and (3) demonstrates that the Program continues to effectively accomplish its mission.

The Annual Program Assessment will evaluate the following elements of CAPTE Standards 2B1-2B5 to ensure the program is effectively fulfilling its mission and meeting the needs of all stakeholders:

Admissions process- Criteria, process and prerequisites meet the needs and expectations of the Program.

Enrollment- Program enrollment appropriately reflects available resources, Program outcomes and workforce needs.

Core, associated and clinical education faculty- All PTA faculty meet Program and curricular needs. Program resources meet current and projected Program needs, including: Financial, staff, space, equipment, technology, materials, library and learning resources, and student services meet current and projected Program needs.

Program and relevant institutional policies and procedures- Analysis of Program practices and their adherence to policies and procedures.

The Program Assessment Matrix summarizes the comprehensive Annual Program Assessment. The Annual Program Assessment is based upon the aggregation and analysis of data from a variety of sources, including: Program Advisory Committee, clinical education faculty, students, college academic and fiscal administrators, library/ learning center, student services, employers of graduates, the FSBPT, and faculty evaluations. Graduation rates, retention rates, employment rates, and NPTE pass rates will be assessed annually. Measurable goals, thresholds for review/action, persons responsible, timelines, data collection methods and sources of information used in the data collection process are included in the Program Assessment Matrix.

The Program Director (PD) is responsible for coordination of the Annual Program Assessment. Relevant data will be gathered at the conclusion of each spring semester and analyzed by the PD. The core faculty will then utilize this analyzed data to determine what changes, if any, are needed to be made for the next

academic year. Following a review by the Allied Health Division Chair, the results of this analysis will be presented annually at the fall meeting of the Program Advisory Committee.

EXAMPLES 2B1 – 2B5 PTA

Discussion Questions for 2B1: ● Does the response provide a sufficient description of the formal, ongoing assessment process that will be used

to determine if the admissions process and criteria meet the needs and expectations of the program? ● Do the thresholds appear adequate to collect meaningful data during the implementation of the program? ● Is it clear what is being assessed in order to determine whether the admissions process and criteria meet the

needs of the program?

Narrative Example for Element 2B1 (PTA): The Program’s admission processes, and selection criteria were designed to ensure that students admitted into the Program are best positioned to successfully progress through the Program and graduate within the expected timeframe. The admissions process, admissions criteria, and prerequisites will be reviewed annually by Program core faculty to ensure they appropriately support the mission and goals of the Program; and to ensure it is an effective process that provides the Program with an adequate number of qualified applicants who are able to successfully complete the Program. This review will include the number of Program applicants who meet admissions criteria; student retention and attrition rates; any faculty concerns regarding the process; and the results of the Student Admissions Survey (Program Operational Manual appendix, pg. 117), which will be annually provided to all qualified applicants. Measurable goals, thresholds for review/action, persons responsible, timelines, data collection methods and sources of information used in the data collection process are included in the Program Assessment Matrix.

Discussion Questions for 2B2 PTA: ● Does the response adequately address the Element? ● Why or why not? Narrative Example for Element 2B2 (PTA) The Program plans to support the profession and the college region by graduating an appropriate number of qualified PTAs. The Program plans to have an annual cohort of a maximum of 18 students. The PD will annually review the number of Program applicants meeting Program admission criteria; the Program graduation rate; regional physical therapy occupational trends; employment rates; the number and availability of clinical education sites; faculty concerns documented in meeting minutes; and Program resources to assess Program enrollment. This analysis will allow the Program, with input from the Program Advisory Committee and College administration, to identify and support any changes in cohort size, in patterns of Program delivery, and the continued need for the Program. The Program has conducted a Needs Assessment to ensure there is a local and regional need for developing a PTA Program at the College. Due to this need, the College determined that a cohort of no more than 18 students admitted per year is appropriate. Measurable goals, thresholds for review/action, persons responsible, timelines, data collection methods and sources of information used in the data collection process are included in the Program Assessment Matrix. Discussion Questions 2B3 : ● Does the narrative adequately address the Element? ● Why or why not?

Narrative Example for Element 2B3 (PTA) It is the expectation of the Program that, at a minimum, all core and associated faculty will meet the instructional qualifications of the College. Beyond this expectation, the Program has developed a formal, ongoing assessment process to ensure that all Program faculty meet or exceed CAPTE’s expectations with respect to licensure,

relevant contemporary expertise related to subject matter taught, professionalism, and continuous professional development. The Program Director (PD) is responsible for the overall coordination of the assessment process related to PTA Program faculty. Evaluation of academic faculty will include student course evaluations, instructor observations, as well as student exit and alumni survey results. At the time of hire, all PTA faculty qualifications are reviewed and certified by the Allied Health Division Chair (AHDC), who completes a Faculty Qualifications Sheet (FQS). After review and approval from the AHDC and Dean of Instruction, the FQS is sent to the HR office for placement in the employee’s file. In the spring of each year, core faculty participate in a College Faculty Evaluation by completing a Professional Development Plan (PDP) for the coming year and reviewing the results of the previous year’s PDP. In the PDP, goals are set for the upcoming year based on faculty/program needs and assessment data. The PD, AHDC and the Dean of Instruction review the PDPs of all core faculty. The PD, with input from each core faculty member, develops an action plan for each goal not met in the PDP from the previous year. Student Exit Surveys, Program Alumni Surveys, Student Evaluation of Instruction, and the Evaluation of Instructional Personnel Forms will be used to gather data related to professionalism, quality of instruction and teaching effectiveness. Student Course Evaluations will be performed for all classes each semester while Student Exit Surveys and Program Alumni Surveys will be administered annually. Teaching observations will be performed during the 1st semester of teaching and then annually by the AHDC or his/her designee. PDPs, Student Evaluation of Instruction, and Instructor Observation Report results are used by the PD to insure that contemporary expertise is maintained by all core faculty, and that all curricular content needs are met. The Advisory Committee Survey will also include a question asking if the collective core faculty meet Program and curricular needs. Associated faculty may consist of adjunct faculty and/or outside speakers or content experts (guest lecturers). Adjunct faculty are employees of the College, and are hired, vetted, and reviewed on an annual basis in the same manner as core faculty members. The education and experience of guest lecturers who are not adjuncts, but are used by the Program to deliver Program content, are evaluated by the PD using Guest Speaker Qualifications Review. Using the Guest Speaker Survey, guest lecturers will be assessed by students after each lecture, with the results of this student assessment shared with the guest lecturer. The results of this survey will be used to determine if a guest lecturer should be invited back in the future, or if Program faculty should meet with guest lecturers to discuss learning strategies, recommendations, or appropriate developmental activities prior to returning for another lecture. The Clinical Education Coordinator (CEC) is responsible for ensuring that all clinical education faculty meet the expectations of the Program in terms of licensure, experience and student assessment. Prior to each student clinical experience, the CEC will update the clinical instructor section of the Clinical Education Database to document that they meet program requirements.

A site visit will also be performed by the CEC when possible during each clinical experience. The CEC will use the site visit, student/CI feedback, and review of completed CPI assessments to ensure that the CPI is completed correctly. The CEC will aggregate and summarize the data on each CI in the Clinical Education Database. The PD will review the summary data each semester, and maintain a file on each CI in the PD’s office. CI’s who do not meet minimum requirements will not be utilized as CI’s with the Program until requirements are met. At midterm and at the conclusion of each clinical experience, each student will complete a PTA Student Evaluation: Clinical Experience and Clinical Instruction and rate the CI on several dimensions, CI’s who receive more than 30% negative ratings on Section 2 of will be offered education resources and training/mentoring through the CEC/SCCE team. CI’s who continually receive 30% negative ratings on Section 2 despite completed training will not be utilized by the Program.

Measurable goals, thresholds for review/action, persons responsible, timelines, data collection methods and sources of information used in the data collection process are included in the Program Assessment Matrix. Surveys are located in the appendices of the Program Operational Manual. Discussion Questions 2B4: ● What has not been addressed in this response? ● Does it adequately address the Element? ● Why or why not?

Narrative Example for Element 2B4 (PTA): The Program Director (PD) will annually review the results of Student Admissions Surveys, Student Exit Surveys, Student Evaluation of Instruction, Program Alumni Surveys, Faculty Resource Surveys, and Program Advisory Committee discussion/review to assess the following resources: staff (administrative, secretarial, and technical support); academic faculty; Program equipment and facilities; library resources; students services (advising, financial aid, & counseling); departmental learning resources; and available technology. Any concerns from core faculty regarding College or departmental resources being insufficient will be documented in faculty meeting minutes. Any areas of concern will be addressed through communication with the appropriate department/individuals to determine a potential remediation plan, which will then be added to the Annual Program Assessment Plan. There will be an ongoing process to assess the effectiveness of Program and College resources, including faculty, sufficient to achieve the Program mission and goals. Teaching loads for Program faculty will be reviewed by the PD before the start of each academic year to ensure they meet College guidelines. Annual review of available administrative/secretarial and technical support will be conducted by Program faculty. Financial Resources: An analysis of the projected budget based on the Program’s operational needs and plans support the adequacy of the financial resources to meet the mission, vision and goals of the Program. All operational needs to support and sustain a high quality Program will be met by the current revenue model. Faculty input to budget needs will be solicited each year at the beginning of the budget cycle which will include the Faculty Resource Survey. If a Program budget increase is warranted following an annual review by Program faculty, the PD will discuss this potential revision with the Allied Health Division Chair and submit the updated budget request proposal. Staff Resources (administrative/secretarial & technical support): There is currently sufficient administrative and technical support available for the Program faculty. There will be an ongoing process to assess the continued sufficiency of administrative/secretarial and technical support to achieve the Program mission and goals. Faculty concerns will be documented in Program meeting minutes. Faculty will also be administered a Faculty Resource Survey annually which also provides feedback regarding these resources. Space, Equipment, Technology, and Material: Current resources reflect the space and equipment/technology consistent with contemporary education and practice. Responses on Faculty Resource Survey, faculty concerns documented in meeting minutes, Student Exit Survey, Program Alumni Survey, and ongoing Program discussions will be used to determine the adequacy of space, equipment, technology and material available. Library and learning resources: The Program is fortunate to have a team of dedicated librarians who are available to meet the Program’s needs. The librarians work in close collaboration with Program faculty, but will also be available to assist students. These resources will be assessed through faculty concerns documented in meeting minutes, Faculty Resource Survey, Student Exit Survey, and Program Alumni Survey. Student Services: The ability of student services to meet programmatic needs will be discussed regularly in Program faculty meetings. Any concerns will be documented in Program meeting minutes. Additionally, Faculty Resource Survey, Student Exit Surveys and Program Alumni Survey will serve as data sources that confirm the adequacy of the services provided. Monitoring of these areas will be an ongoing component of the Program’s assessment process. Any indication that achievements or outcomes related to this standard fall below expectations defined by the Program or by accreditation standards will trigger immediate action.

Measurable goals, thresholds for review/action, persons responsible, timelines, data collection methods and sources of information used in the data collection process are included in the Program Assessment Matrix. Surveys are located in Program Operational Manual appendix.

Discussion Question 2B5: Is this an adequate response? Why or why not?

Narrative Example or Element 2B5 (PTA): The Program faculty and College leadership will routinely discuss and analyze policies and procedures in conjunction with benchmarks and outcomes in order to determine if policies and procedures are being followed and are appropriate to support desired Program outcomes. Program handbooks will be reviewed annually by core faculty and College administration to ensure they are congruent with those of the College. Review of all Program handbooks will be used to evaluate whether Program policies and procedures: 1. are effective for admitting, retaining, and graduating qualified physical therapy professionals; 2. are specific to Program needs while still congruent with College policies and procedures; 3. support the development of effective and safe practice during clinical experiences; 4. support the ongoing implementation of the Program Assessment Plan leading to ongoing data driven Program improvements; 5. require ongoing dialog with internal and external stakeholders that is documented and held on a regular basis.

The PD will annually review College policies and procedures, as well as their impact on the Program and on the Program’s ability to achieve its mission, goals and objectives. Program policies and procedures will be annually reviewed by the Allied Health Division Chair to ensure congruence with College policies and procedures. Besides this annual review, Program policies and procedures will also be reviewed by the PD at any time when a faculty member brings a concern about the impact of a current policy/procedure or a potential need for the development of a new policy/procedure. The PD will also review any and all changes to College policies and procedures and any impact they may have on the Program. Any changes in College policies and procedures, including new proposals and revisions, are emailed to the PD and reviewed on an on-going basis. Faculty will also be administered a Faculty Resource Survey annually which includes questions on the extent to which Program and College policies and procedures meet Program needs. The CEC is responsible for the policies and procedures related to the clinical education aspect of the Program. The PD will use data from NPTE licensure pass rates, Program admission, demographics, retention rates, graduation rates and the Faculty Resource Survey questions regarding policies and procedures (Questions 11-13) to identify lack of adherence or a need for review/revision of policies and procedures. Measurable goals, thresholds for review/action, persons responsible, timelines, data collection methods and sources of information used in the data collection process are included in the Program Assessment Matrix. Survey is located in the appendices of Program Operational Manual. EXAMPLE 2A (PT) Working with individuals in your area, answer these two questions-

• Does this provide a good picture of the overall assessment process? • Does it include all elements delineated in Elements 2B1-2B5:

o identify the areas to be assessed, and o describe how the process will utilize information about professional standards and guidelines and

institution mission and policies? Narrative Example 1 for Element 2A As documented on the Program Assessment Matrix, the program has developed a comprehensive assessment plan including scheduled informal and formal measures and analyses performed by relevant stakeholders for each required element. Data will be collected for each element by the stakeholders identified within the Program Assessment Matrix and analyzed in conjunction with student, faculty, program, and graduate outcomes data. Composite data will be reviewed by the PD and core DPT faculty on an annual basis at the DPT Annual Retreat.

The data collected will be analyzed and compared with current professional standards and established program goals, institutional, departmental and program-level mission statements, and current PT practice at the retreat. The core faculty will then determine if changes need to occur based on findings and discussion. Assessment processes were developed based upon the Context-Input-Process-Product (CIPP) Model. (Frye, 2012) Qualitative and quantitative data will be gathered using a combination of process (program implementation) and product (outcomes) studies using CIPP. The process and product studies will gather specific data as outlined in 2B1-2B5 and 2C related to progress toward student, faculty, and program outcomes; admissions and recruitment processes; enrollment; necessary resources for program implementation and growth; policies and procedures; and the curriculum. The process study will include collection of formative and summative data about the effectiveness and efficiency of program implementation. The process study is fluid and revisions will be incorporated as needed. Process assessment measurement will include quantitative measures of student satisfaction through course evaluations, admissions criteria metrics, enrollment metrics, metrics on sufficiency of financial resources, student:faculty ratios, faculty expertise, faculty teaching effectiveness, and availability of sufficient and functional space, technology, library resources, student services and supportive staffing. Observational qualitative analysis of the effectiveness and efficiency of the program implementation and program policies based on input from the PD, students, faculty, and relevant administrators will be included. The process measurement data will also ensure that policies and procedures meet the needs of the program, faculty, and program. Assessment will be a standing agenda item during program faculty meetings occurring at a minimum of four times per semester. Process measures will be formally reviewed by the faculty and PD at the DPT Annual Retreat and on an as needed basis based on identified issues during the faculty meetings. The product study will examine program outcomes through formative and summative measures of both intended and unintended outcomes of the program. It will include reviews of educational literature and contemporary practice at minimum on an annual basis. The departmental and institutional mission statement and policies will be considered as applicable. The study will examine if student, program, and faculty objectives have been met using student course and graduation surveys (Course Evaluation and Graduation Survey documents), student outcome data as related to admissions criteria, maintenance of appropriate class sizes through progression, retention, and graduation statistics, licensure pass rates, financial resource utilization including projections for budgeting, utilization of space, technology, library, student services and support staff, and continued alignment of policies and procedures with program needs. Ultimately, the product study will assess the curriculum based on feedback from all of the core faculty and the PD with input from an external Advisory Committee. The Advisory Committee includes multiple stakeholders including but not limited to: DPT faculty from other institutions, clinicians, employers, and graduates. Feedback from the Advisory Committee will be an important source of information and will be incorporated into analysis of collected data. All core faculty and the PD will review the formative product data as a standing agenda item at each DPT faculty meeting and the summative data at each DPT Annual Retreat. Aggregate data and analyses will be shared with administrative stakeholders including the Department Chair, Dean of Natural and Health Sciences, Vice Provost, and Provost. References attached.

EXAMPLES 2B1 – 2B5 PT

Discussion Questions for 2B1: ● Does the response provide a sufficient description of the formal, ongoing assessment process that will be used

to determine if the admissions process and criteria meet the needs and expectations of the program? ● Do the thresholds appear adequate to collect meaningful data during the implementation of the program? ● Is it clear what is being assessed in order to determine whether the admissions process and criteria meet the

needs of the program?

Narrative Example for Element 2B1 (PT): The program plans to admit one cohort of approximately 30 students each summer. The application cycle will be opened in July of the preceding year with applications being accepted no later than December 1st (with the exception of the 2022-2023 cycle). As noted in the Program Assessment Matrix, identified faculty and administrators will collect data including recruitment numbers, program retention/graduation rates, percentage of student course remediations, National Physical Therapy Exam (NPTE ) first time and ultimate pass rates, and student feedback/complaint data. A core faculty member with administrative release time has been dedicated to assist with collection of admissions data. Thresholds have been developed and will be reviewed after each respective cohort’s admission cycle and on an as needed basis by the PD, administrative representatives of the enrollment department, the Program Assessment Committee, and DPT faculty. Admissions procedures will be reviewed if the following thresholds are not met triggering further investigation into the data.

• Program fails to recruit > 30 qualified applicants in an application cycle • Program dismisses > 2 applicants for any given cohort or the graduation rate is < 95% • Greater than or equal to 2 students require course remediation in any cohort • NPTE first time pass rate falls below 90% • NPTE ultimate pass rate falls below 95% • A student or prospective student complaint about the fairness of the admissions criteria is received.

Discussion Questions for 2B2: ● Does the response adequately address the Element? ● Why or why not? Narrative Example for Element 2B2 (PT) As noted in the Program Assessment Matrix, identified faculty and administrators will collect program enrollment data regarding the number of collective faculty for cohort size, the number and diversity of available clinical sites, graduation rates, and employment rates. Thresholds have been developed and will be reviewed at the end of each respective semester by the PD, administrative representatives of the enrollment department, institutional research and finance departments, the Program Assessment Committee, and DPT faculty. As noted on the Program Assessment Matrix, external data sources, such as workforce data and labor statistics, and feedback from the external Advisory Committee will be incorporated into analyses. If program enrollment does not meet the following thresholds, this will trigger further investigation into the data and a consideration of a reduction in the number of students enrolled in future classes.

• The number of core and associated faculty do not meet a 15:1 student ratio in laboratory based courses and 30:1 in classroom based courses over > 2 semesters

• Clinical education site availability decreases to < 150% cohort class size over > 2 semesters • Inadequate number of clinical sites to meet requirements for students to have a diversity of clinical

experiences over > 3 semesters • Graduation rates < 95% any given year • Employment rates < 90% within 6 months of graduation (for graduates actively seeking employment per

cohort) any given year

Discussion Questions 2B3: ● Does the narrative adequately address the Element? ● Why or why not?

Narrative Example for Element 2B3 (PT) The PD is responsible for ensuring that the diversity of faculty expertise is sufficient to cover all content necessary for entry-level PT practice and that student:faculty ratios remain at a level to meet program and curricular needs. In consultation with individual faculty, the PD will assign faculty to their respective courses based on their area of expertise. Core and associated faculty will not be assigned to courses where they do not possess the sufficient expertise or are not up-to-date on contemporaneous practice. All faculty are required to maintain contemporary expertise as a component of meeting their teaching requirements. Sufficient time will be permitted for core faculty to meet all requirements of their positions including teaching, service, and scholarship. Based upon the Department of Rehabilitation Science Handbook’s statement on workload (Handbook program faculty, pages 14-15), core faculty are allocated at least 20% of their time for service and scholarship. The remaining 80% of workload is dedicated to classroom instruction, course preparation, student advising/mentorship, course evaluation, maintenance of contemporary expertise, and other teaching related activities. The teaching contact hours for 12 month core faculty without administrative responsibilities is 400 total hours. The 400 hours may be split across the fall, spring, and summer semesters based upon assigned classes for each faculty member. Faculty with administrative roles are allotted 50 hours of administrative release time for each semester performing these administrative activities. The teaching contact hours for the DCE and the PD are 250 hours total per year. Associated faculty will be required to maintain the same level of expertise and teaching currency to meet program and curricular needs. Associated faculty are not required to meet the program requirements for service and scholarship. The PD will regularly review core and associated faculty outcomes to determine if they are meeting program and curricular needs. At minimum, core faculty will be reviewed at the time of their yearly development review meeting with the PD each spring. On an as needed basis, faculty may be required to meet with the PD at shorter intervals based on student, colleague, or administrator feedback. Core tenure-track faculty will also follow college guidelines on tenure assessment processes found in the Handbook institution faculty (Sections 3.5-3.9, pages 43-61). Tenure-track faculty are reviewed by the departmental tenure committee on a yearly basis to evaluate their teaching, scholarly activities, and service over the previous year. The departmental committee provides formative feedback to the faculty member and sends recommendations to the Provost on the faculty member’s progress toward tenure. Based on the data, the Provost sends a response to the faculty member. At mid-term (year 3) and when applying for tenure (year 5), the college-level Tenure, Promotion, and Review (TPR) Committee reviews a portfolio submitted by the faculty member to assess teaching, scholarship, and service. The TPR provides formative feedback and sends this to the Provost for approval. Discussion Questions 2B4: ● What has not been addressed in this response? ● Does it adequately address the Element? ● Why or why not?

Narrative Example for Element 2B4 (PT): Program resources are expected to meet both current and projected needs identified in 2B4 and the assessment plan for each respective resource is listed below. Financial resources: The PD, Department Chair, administrators from the Finance & Administration Office, the Dean of Natural and Health Sciences, and the Provost will review the annual budget and business plan at the end of each fiscal year. The review will ensure that budgeting and financial resources are meeting the needs of the program for day-to-day operations, faculty salaries, administrative costs, relevant fees including accreditation, and other expenditures. The review will serve to inform budgeting to meet program needs for the upcoming fiscal year. If unanticipated expenditures are noted in any given fiscal year, the stakeholders listed above will meet and develop a plan to meet these programmatic needs.

Support staffing: The Department of Rehabilitation Sciences including DPT, athletic training, speech and language pathology, and occupational therapy programs share the costs of support staffing for the department as a

whole. At present, there are two full-time staff who are dedicated to the department to assist programs with admissions, clinical education, ordering of supplies, financial management activities, and other related duties as needed by the programs. If the number of qualified support staff does not meet the needs of the department, this will be addressed by the program directors of the department in collaboration with the Department Chair. Currently, one additional administrative assistant position is budgeted if demand for support staff increases. The Dean, Provost, and the Planning and Budget Committee review requests for additional staffing and make recommendations.

Space: The Department shares dedicated space in the Sports Medicine and Rehabilitation Center (SMRC) among all rehabilitation programs. Floor plans and detailed room sizes are provided (Space). The Department also shares access to space in the Center for Health Sciences including a full clinical simulation suite with debriefing rooms. The Center for Health Sciences houses the 3D Anatomage© virtual cadaver table. The program has access to classrooms on the main campus of the college for larger class sizes as needed. There is a college-level space committee that is responsible for ensuring that programs have adequate space and for assessing utilization of available space to maximize space usage.

Equipment: The program has a dedicated yearly budget line for equipment purchases and maintenance. Presently, the program shares some equipment with the other programs in the Department as shown on the Equipment

Inventory. If the purchase of additional equipment is required, the PD will meet with the Department Chair to justify the needs and consult with the administrators from the Finance & Administration Office, the Dean of Natural & Health Sciences, and the Provost to identify funding sources if the purchase falls outside of the budget line. The College also has a Development and Alumni Engagement office with administrators dedicated to assisting the faculty and/or department with larger equipment purchases.

Technology: The program has a dedicated yearly budget line for purchase of teaching technology for the program. If purchase of additional technology is required, the PD will meet with the Department Chair to justify the needs and consult with the Chief Information Officer, the Dean of Natural & Health Sciences, and the Provost to identify funding sources if technology purchases fall outside of the budget.

Discussion Question 2B5: Is this an adequate response? Why or why not?

Narrative Example for Element 2B5 (PT): The program and institutional leadership including the Department Chair, Dean of School of Natural & Health Sciences, Provost, Vice Provost, and Vice President for Finance and Administration review program policies and procedures (P & P) in relation to the departmental and college institutional P & P on an as needed basis. If changes in institutional or departmental P & P occur based upon a vote by the collective faculty, rehabilitation sciences departmental faculty, the purview of College administration, and/or the Board of Trustees, the PD and Department Chair will review any changes to determine if such changes conflict with program P & P. If a conflict exists, the PD and Chair will meet with administrative leadership to determine a course of action. Actions may include: changing the program P & P to align with the changes in the college’s P & P or obtaining approval from administration for the program to maintain its current P & P. Decisions to change or maintain program P & P will be made based upon a combination of factors including but not limited to: changes in college organizational structure, external influences, legal or regulatory changes, changes in regional or CAPTE accreditation requirements, and the ability of the program to achieve its mission, goals, and outcomes. On an annual basis, the PD, Department Chair, and administrative leadership will review program P & P in relation to departmental and College level P & P to ensure that program P & P are current and are in alignment including attention to any programmatic specific changes previously approved. The core program faculty will assess the program P & P yearly to ascertain whether changes need to be made at the DPT Annual Retreat. Program P & P will be assessed to ensure that program outcomes are being attained. Program outcomes to be considered include:

• Graduation rates (Refer to Standard 1C1) • Licensure pass rates (Refer to Standard 1C2) • Employment rates (Refer to Standard 1C3)

• Student outcomes based on the program mission (Refer to Standard 1C4) • Graduate outcomes based on the program mission (Refer to Standard 1C5) • Programmatic outcomes based on the program mission (Refer to Standard 1C6) • Faculty-level outcomes based on the program mission (Refer to Standard 1C6) • Admissions (Refer to Standard 2B1) • Enrollments (Refer to Standard 2B2) • Faculty (Refer to Standard 2B3) • Program Resources (Refer to Standard 2B4)

Discussion Questions 2C: ● Is this an adequate response? Why or why not? ● Does the narrative address all areas of required assessment? Narrative Example for Element 2C (PTA) The Program curriculum will be reviewed annually by the PD and other core faculty members. The instruments used for this review will include Student Evaluation of Instruction, Student Exit Survey, Program Alumni Survey, Advisory Committee Survey, Employer of Program Graduate Survey, Professional Behaviors Assessment Tool, Clinical Instructor Evaluation of Clinical Education Program, course exam grades, course objectives, the Program’s graduation rate, FSBPT reports, and the Program’s NPTE pass rate. Student course evaluations and course syllabi will be annually reviewed by core faculty to ensure they contain appropriate instructional methodology, teaching strategies, learning experiences, and assessment methods. The core faculty will also annually assess the skill check policy, practical exam policy, and the list of skills students must demonstrate competency in during the didactic portion of the curriculum to ensure the curriculum includes effective mechanisms to determine that students are competent and safe to progress through the curriculum and to clinical education. A curricular database will also be maintained by the Program linking 7D curricular elements, course objectives, learning activities, and methods of assessment to ensure congruence; appropriate curricular sequencing and progression; and appropriate curricular depth and breadth are present. The PD and Clinical Education Coordinator (CEC) will work together to assess the clinical education aspect of the Program. This will include a review of the number, setting, variety, and availability of clinical education placements; clinical instructor surveys; CPI results; and information obtained on clinical education sites during site visits. The Program will also ask the Program Advisory Committee to review the placement, duration, and length of clinical education experiences; and if there are any practice areas in which the Program needs to develop additional sites. Clinical course objectives will be reviewed and revised as needed. Measurable goals, thresholds for review/action, persons responsible, timelines, data collection methods and sources of information used in the data collection process are included in the Curriculum Assessment Matrix. Surveys are located in the appendix of the Program Operational Manual. The Professional Behaviors Assessment Tool is located in the Program Student Handbook (pgs. 51-57). Narrative Example for Element 2C (PT) The curriculum is the combined responsibility of the PD and the core faculty and is a standing agenda item at program faculty meetings. Faculty meetings are held at least 4 times per semester and include review of student progress related to specific coursework to determine patterns of negative or unanticipated student outcomes. At the end of each semester, data from the Program Assessment Committee, Student Progression Committee, and DCE will be reviewed by all core faculty and the PD. The Program Assessment Committee will report data related to 1C1-1C5 (as it relates to curriculum) and the Student Progression Committee will report data related to 2C. Data from 2C will include information about student progression, retention, and dismissals collected including the number of students who needed to remediate a course, the number of students who are progressing to the next semester, and the number of dismissals from the program. Aggregate data and analyses are shared with the Provost, Vice Provost, and Dean of Natural and Health Sciences during periodic accreditation reviews and on an as needed basis. In the case of clinical education experiences, the DCE will provide data about the clinical sites, clinical faculty, and clinical education policies and procedures for review by the core faculty. Data will include the number of students who needed to remediate a clinical experience or that required a learning plan in any given semester, the diversity and adequacy of available clinical sites, clinical faculty teaching effectiveness and contemporary expertise, and concerns about the clinical education handbook and its policies and procedures. Based upon correspondence with clinical sites, the DCE will obtain input from the SCCEs/CIs on the effectiveness of the placement of clinical education in the curriculum and the length of clinical education experiences. The collective core faculty will review the data provided by the DCE to ensure that the placement of part-time ICE and full-time CE within the curriculum and the length of part-time ICE and full-time CE are sufficient to meet student learning outcomes.

The adequacy of clinical sites and the qualifications of the clinical faculty will be appraised by the collective faculty to confirm varied clinical experiences are available, students are being exposed to patients with diverse conditions across the lifespan, and clinical faculty are effective. If the collective core faculty identify concerns in any of these areas or within the P & P in the clinical education handbook, a plan will be developed with the DCE to correct any deficiencies. If 1C1-1C5 thresholds, 2B3 faculty thresholds or 1C5-1C6 programmatic thresholds are not being achieved, changes in the curriculum will be considered by the core faculty and PD at the DPT Annual Retreat.

Chevalier, Michael

In review of the Candidacy Visit Report with Institution Response (CVRIR), the Commission concurs with the findings of the virtual visit team that the comprehensive curricular process, as outlined in the Application for Candidacy (AFC) response to Element 2C and illustrated in the Curriculum Assessment Matrix, does not provide information as to how the program will specifically address all components of this Element. While the Commission appreciates the program’s Curriculum Assessment Matrix focusing on the four student learning outcomes, two faculty goals and the one program goal, the connection between this data and the data collected from the Program Assessment Committee is lacking. Identification within the AFC as to how information regarding curricular content for practice expectations located in Standard 7, and the assessment of clinical education aspects noted in Elements 6A-6M is alluded to but not specifically noted. It is also unclear to the Commission what instruments will be used, and how these instruments will be used in the assessment process. In the Progress Report due September 1, 2021, provide a narrative detailing the comprehensive plan for assessment of the curriculum that identifies the instruments to be used and demonstrates how the information collected by the Program Assessment Committee and the Curriculum Committee will interface to identify concerns and deficiencies. Submit a revised curricular assessment plan inclusive of the areas to be assessed, the individual responsible, the stakeholders from whom data will be collected, the method(s) that will be used to collect data, and the timing of the collection.

Discussion Question 3F: Is this an adequate response? Why or why not? Narrative Example for Element 3F (PTA) Policies, procedures, and practices exist for handling complaints that fall outside the realm of due process, including a prohibition of retaliation following complaint submission. The policies are written, disseminated, and applied consistently and equitably. Records of complaints about the program, including the nature of the complaint and the disposition of the complaint, are maintained by the program.

Records of complaints about the Program, outside of Academic Appeals and Student Grievances, will be kept in the PD’s office. The current PTA Program Complaint Form, located in the Program Student Handbook (Appendix: pg. 43) includes the nature of the complaint and the resolution of the complaint.

For employer of graduate complaints, employers of recent Program graduates will be annually sent a survey which includes a statement stating that if the employer has an unresolved complaint about the Program or complaint about the PD, they can contact the Allied Health Division Chair, with contact information provided. The survey also states that if an employer has a formal complaint regarding the Program’s accreditation, they can contact the Commission on Accreditation in Physical Therapy Education with contact information provided. A non-retaliation statement is also included. A similar complaint statement is included on the Program Advisory Committee survey, which will be sent annually to advisory committee members.

A statement regarding complaints is also available on the Program Website for the general public; potential or enrolled students; employers of graduates, and clinical sites. It is also available for enrolled students in the Program Student Handbook on pgs.18-20 in Section 1.15: Student Complaints/Appeals and Program Clinical Education Handbook in the Complaint Policy on pg. 8. Additionally, it is also available for clinical faculty in the Clinical Education Handbook with which they are provided. The statement regarding complaints is provided below:

Complaints regarding the Program should be first addressed to the PD. Unresolved complaints or complaints about the PD should be directed to the Allied Health Division Chair. All complaints will be documented, including the projected outcome, and kept on file at the Program’s facility. No retaliation will occur to the individual filing the complaint by the PTA Program or by the College (Program Student Handbook Section 1.16 p. 20). Complaints regarding accreditation issues of the Program should be addressed to the Commission on Accreditation in Physical Therapy Education. This Commission is located at 3030 Potomac Ave., Suite 100, Alexandria, VA 22305.

The following procedure should be followed in filing any general student grievance other than an academic complaint/appeal:

1. Any student of the College who wishes to make a complaint shall report that complaint by completing the CC Student Grievance form and submitting it to the Dean of Student Affairs. If the complaint is about a specific occurrence, the complaint shall be made within ten (10) business days of the occurrence. The Student Grievance Forms can be found in Program Student Handbook (Appendix: pg. 42 and pg. 44). These forms are also available in the College Catalog and Student Handbook on pg. 293 and pg. 296 and in the Dean of Student Affairs Office. More information on the steps in the grievance process can be found in the College Catalog and Student Handbook on pgs. 290-293 under Student Grievance (General) and pgs. 294-297 under Grievance (Civil Rights).

Narrative Example for Element 3F (PT) The processes for individuals to make complaints that fall outside of due process are published on the Department of Rehabilitation Sciences webpage. The statement prohibits any retaliation against the complainant by any member of the faculty or staff of the Department of Rehabilitation Sciences. It is the responsibility of the Department Chair to document the complaint including the specific details of the nature of the complaint, actions taken to address or remediate the complaint, and the final disposition of the complaint. All complaint documents will be maintained in the Department of Rehabilitation Sciences for a period of five years and then destroyed. The statement related to complaints outside of due process against the program is found in the Other Policies document.

The core faculty must complete an Annual Disclosure Form on a yearly basis to identify any potential conflicts of interest including ownership interests and remunerative activities. The form is distributed by HR (Annual Disclosure Form Appendix).

Discussion Questions 4A: • Does this provide the required evidence for the 4A Element? • Why?/Why Not?

Narrative Example for Element 4A (PTA): Michael Chevalier, PTA, CMC, BSBA, MPA, Program Director, is the primary instructor for the following courses: Orientation to College (ORI1010), Functional Anatomy & Kinesiology (PTA220), Kinesiology Lab (PTA221), Physical Disabilities I (PTA240), Therapeutic Procedures II (PTA251), Therapeutic Procedures III (PTA253), Neuroscience (PTA230), Physical Disabilities II (PTA241), Physical Therapist Assistant Seminar (PTA201), and PTA Issues and Trends (PTA200). He is a licensed PTA in the State of VA. Mr. Chevalier is effective in instruction and student evaluation. He has over two years of teaching experience as an adjunct instructor in the West University PTA Program & the Healthcare Management Program where he was responsible for all aspects of course administration, including curriculum and syllabus development, instructional design, student assessment in classroom and lab, and development of skill checks, assignments, as well as written and practical exams. He has taught Functional Anatomy & Kinesiology; Testing & Measurement for the PTA; and as a substitute, Modalities & Rehab. In the Healthcare Management Program, he taught many courses, listed on his CV. He has also served as CI for PTA students and is currently teaching his 2nd semester of Orientation to College. To improve his effectiveness as an educator and prepare for the PD role, he completed 9 academic credits of educational coursework at State University and has earned CEUs in aquatic rehab, neuro rehab, lymphedema, and leadership development for PTA’s to stay current with contemporary practice. Mr. Chevalier is qualified to teach a wide variety of PT content due to his clinical experience, teaching experience, and professional development. Relevant experience includes over 3 years of outpatient ortho and 2 years of acute care treating patients of all ages. Courses and content that he is assigned to teach and for which he has relevant experience, education and in some cases, prior teaching experience, consists of: ORI101: Mr. Chevalier completed annual training for all faculty to ensure he has current content knowledge. PTA220/PTA221: Mr. Chevalier has treated a wide variety of ortho patients, including joint replacement, orthopedic trauma, and amputations. He has completed mentorship by several PT’s with specialist certifications in ortho, manual therapy, and hand therapy. Relevant prior teaching experience includes: Functional Anatomy & Kinesiology, and Testing & Measurement for the PTA. In addition to general kinesiology/applied anatomy content, topics taught in these courses included goniometry and manual muscle testing theory and application, special tests, gait and posture assessment, and functional movement analysis, all of which he has clinical experience in. PTA240: Mr Chevalier has experience treating a wide variety of medical conditions & pathologies from working with general medical/surgical and ICU patients including acute-level neuro, cardiac, pulmonary, wound care, spinal cord injuries, traumatic brain injuries and general post-operative patients. Dr. Black will cover pharmacology/medications in this course. PTA251: Mr. Chevalier has treated a wide variety of patient conditions across the lifespan utilizing various modalities. He has completed mentorship by PT’s with specialist certifications in ortho, manual therapy, electromyography, and hand therapy. Additionally, he has routinely treated patients with physical agents covered in this course. He also was as a substitute instructor for a modalities course at SU. Narrative Example for Element 4A (PT): Dr. Tim Artis is an Assistant Professor and the course coordinator of 3 courses in neurological physical therapy practice including DPT 711: Applications of Neuroscience in Physical Therapy, DPT 810: Clinical Neurological Management I, and DPT 811: Clinical Neurological Management II. The series of 3 courses uses the teaching pedagogies of case-based and team-based learning with lab immersion to deliver neurological content. In DPT 711, Dr. Artis will provide instruction on how to apply neuroscience content to neurological clinical presentations. Building upon this foundational knowledge, she will teach all content related to the clinical care of patients with neurological conditions in DPT 810 and DPT 811. In DPT 810 and DPT 811, Dr. Artis will collaborate with and supervise 2 board-certified neurologic clinical specialists to enhance the breadth and depth of knowledge presented to students.

Dr. Artis graduated with his Doctor of Physical Therapy degree from University in 2011 after completing a Bachelor’s of Science in Kinesiology from State in 2008. Dr. Artis has been a licensed physical therapist in the Commonwealth of VA since 2011 and practiced in an inpatient rehabilitation center with a concentration in the care of patients with neurological conditions from 2011 to 2020. Throughout his clinical career, he has been a mentor for multiple physical therapist clinicians with progressively more responsible positions. Dr. Artis received his American Board of Physical Therapy Specialities Board Certification in Neurology in 2015. Dr. Artis has completed 10+ evidence-based continuing education courses to advance her contemporary expertise in the practice of neurological physical therapy since 2015. In DPT programs, Dr. Artis has had the opportunity to teach neurological physical therapy content as a guest lecturer and as a lab instructor in orthotics specific to individuals with neurological dysfunction. Dr. Artis has taught neurological content related to individuals who have sustained cerebrovascular accidents as a lecturer in the post-professional residency program at Manna Rehabilitation in 2018, 2019, and 2020. Dr. Artis has received positive feedback from the course coordinators in the neurologic courses in which he has participated in to date. Dr. Artis has been engaged in education related to teaching pedagogy and effectiveness over the past 4 months including the philosophy and processes of effective team-based learning and implementation of teaching strategies in both lecture-based and laboratory sessions during times of change. He has obtained mentorship from an expert occupational therapy academician (Dr. Sara, OTR, OTD) who specializes in neurological rehabilitation as well as from Dr. X through peer review of teaching effectiveness during guest lectures in neurological care as well as a graduate-level course in kinesiology. Although kinesiology is not a content area in which he will be teaching, he has been mentored in the process of course development and planning, course execution and assessment by Dr. X to ensure competence in course development and teaching effectiveness during this class. Dr. Artis has a well-developed plan to enhance his teaching effectiveness and maintain contemporary expertise in neurological physical therapy care as outlined in his professional development plan (Appendix). Dr. Artis is scheduled to attend the APTA New Faculty Workshop in 2020 which was postponed due to COVID-19. Dr. Brandy Parker is an adjunct assistant professor and course coordinator for Integumentary, Lymphatic and Urogenital Conditions (DPT 870) and Assistive Technology, Prosthetics and Orthotics (DPT 875). In DPT 870 and DPT 875, Dr. Parker will coordinate guest speakers who are content experts in the specialized areas in the two courses. She will also serve as a lecturer in Pathophysiology Across the Lifespan (DPT 830) to incorporate clinical management of patients with varied systemic conditions in diverse patient populations across the lifespan in collaboration with Dr. Sky. Dr. Parker received her entry-level Bachelor of Science degree in Physical Therapy from College of Allied Health Professions in 1985 and her transitional Doctor of Physical Therapy from University in 2010. Dr. Parker has been a licensed physical therapist in the state of Virginia since 1985. Dr. Parker has been a Lymphology Association of North America (LANA) certified lymphedema therapist since 2001. Dr. Parker received her American Board of Physical Therapy Specialities Board Certification in Orthopaedics in 2014. Dr. Parker has completed 10 + evidence-based continuing education courses in the past 5 years. Dr. Parker has served as an adjunct instructor since 2016 with demonstrated teaching effectiveness in content related to musculoskeletal conditions and lymphedema management. Dr. Parker has a breadth of experience in multiple clinical settings with patients with diverse conditions across the lifespan and has worked in acute care hospitals, inpatient rehabilitation hospitals, skilled nursing facilities, and in the outpatient division of a rehabilitation hospital. In these clinical roles, Dr. Parker has worked with patients with conditions in integumentary, musculoskeletal, neurological, urogenital, and lymphatic body systems. Her diverse clinical experience also includes patient management of individuals who require lower extremity prosthetics. Dr. Parker will receive mentorship on teaching effectiveness from both Dr. X and Dr. Artis ___________________________________________________________________________ Scholarship Examples

Questions: For each of the following examples of completed Faculty Scholarship Forms:

1. What represents complete information? 2. What represents incomplete information? 3. What represents unnecessary information? 4. Is there a clear relationship between the principle focus (topics of scholarly inquiry), goals, products, &

ongoing activities? 5. Do the ongoing or planned activities provide specific expected venues and timelines for dissemination

in a peer reviewed format?

FACULTY SCHOLARSHIP FORM (Required Form) (January 2019)

Provide selected activities during past ten (10) year period

Used with permission from Augusta University Core Faculty Name and Credentials: Kevin E. Brueilly, PT, PhD Date Form Completed: 09/13/2018 Date of Hire: 07/01/2018 Total years as a core faculty member in any PT program: 15 Principal Topics of Scholarly Inquiry

1. Physical therapy faculty workforce/credentials 2. Pedagogy in physical therapy education 3. Rehab outcomes following LE arthroplasty

Peer Reviewed Scholarly Accomplishments Completed During the Past 10 years. Cite scholarly accomplishments that have been disseminated in a peer-reviewed format. Provide complete bibliographic citations for all publications or presentations. For other types of accomplishments, provide a brief description that includes the dissemination format and peer review process. Guidance: 1. Platform presentation or poster or abstract from one study or scholarly accomplishment = 1 product. 2. Two or more platform presentations and/or posters and/or abstracts from one study or scholarly accomplishment = 1 product. 3. One manuscript and one platform presentation and/or poster and/or abstract from one study or scholarly accomplishment = 2 products.

Use only abbreviations that would be widely known. known.

Journal Publications 1. Bliss R, Brueilly KE, Swiggum MS, Morris GS, Williamson EM. The importance of

academic doctor degreed core faculty in physical therapist education. Journal of Physical Therapy Education. 2018;32(2):123-7.

2. Brueilly KE, Schoenfeld BJ, Kolber MJ, Darbouze MR. Post- rehabilitation considerations following hip arthroplasty. Strength and Conditioning Journal. 2013;35(4):19-30.

3. Brueilly KE, Pabian PS, Kolber MJ. Physiotherapy after total hip arthroplasty: Why do we know so little? (Invited response). Physical Therapy Reviews. 2013;18(1):57.

4. Brueilly KE, Swiggum MS, Child JC, James A. Controllable home health rehabilitation variables that contribute to positive patient outcomes following total knee arthroplasty. Topics in Geriatric Rehabilitation. 2013;29(1):30-34.

5. Brueilly KE. Rehabilitation following total knee arthroplasty; It’s more than just bending and straightening. Topics in Geriatric Rehabilitation. 2013;29(1):1.

6. Shoemaker MJ, Gibson C, Saagman S, (editor Brueilly KE). Preoperative exercise in individuals undergoing total knee arthroplasty: State of the evidence. Topics in Geriatric Rehabilitation. 2013;29(1):2-16.

7. Cheatham SW, (editor Brueilly KE). Do patient factors and prehabilitation improve outcomes after total knee arthroplasty? Topics in Geriatric Rehabilitation. 2013;29(1):17- 24.

8. Kolber MJ, (editor Brueilly KE). Does Physical Therapy Visit Frequency Influence Acute Care Length of Stay following Knee Arthroplasty? A Systematic Review. Topics in Geriatric Rehabilitation. 2013;29(1):25-29.

9. Hanney WJ, Kolber MJ, Pabian P, et al, (editor Brueilly KE). Accelerated rehabilitation after minimally invasive knee arthroplasty, Topics in Geriatric Rehabilitation. 2013;29(1):35- 45.

10. Lorenz DS, Salsbery MA, (editor Brueilly KE). Return to High- Level Activity Following Knee Replacement: Literature Review and Suggested Program Design. Topics in Geriatric Rehabilitation. 2013;29(1):46-54.

Please see CV for additional peer review publications (10); abstracts (2), platform presentations at professional meetings (16) and poster presentations at professional meetings (4)

Specific Measurable Scholarship Goals These goals should minimally reflect 2 accomplishments that will be disseminated in a peer review format over the next 4 years. Number each goal

1. Publish one peer-reviewed manuscript in 2019. 2. Publish two peer-reviewed manuscript in 2020. 3. Publish one peer-reviewed manuscript in 2021

Ongoing/Planned Scholarly Activities Related To Above Goals For each of the above goals, list the related ongoing or planned scholarly activities including the project title, your role in the project, target dissemination source and estimated timeline for dissemination. Add rows as necessary 1 Target Source – Specific target sources for dissemination should be provided; e.g., manuscript – PTJ, JOSPT; Platform – CSM, NEXT. “Manuscript in professional journal” or “presentation at a professional meeting” is not specific.

2 Target Timeline – Specific target timeline; e.g., year - 2020

Related Goal #(s)

Project Title

Role in Project

Target Source and Timeline for Dissemination

1. The aging of the PT faculty workforce

PI JOPTE 2019

2. Teaching critical factors in clinical decision making

PI JOPTE 2020

2. The impact mentoring has on faculty longevity/success

PI JOPTE 2020

3. Teaching the next generation of faculty

PI JOPTE 2021

Narrative Scholarly accomplishments are expected to relate to the principal topics of scholarly inquiry, scholarship goals and scholarly activities. All accomplishments should meet the definition of scholarship as defined in the Self-study Report and the Position Paper. If these relationships are not obvious, provide a narrative description.


Used with permission from Augusta University Core Faculty Name and Credentials: Margaret Blagg, PT, DPT, WCS Date Form Completed: April 7, 2018 Date of Hire: July 1, 2016 Total years as a core faculty member in any PT program: 2 Principal Topics of Scholarly Inquiry

Women’s health, pelvic floor rehabilitation, incontinence, female infertility

Peer Reviewed Scholarly Accomplishments Completed During the Past 10 years. Cite scholarly accomplishments that have been disseminated in a peer-reviewed format. Provide complete bibliographic citations for all publications or presentations. For other types of accomplishments, provide a brief description that includes the dissemination format and peer review process. Guidance: 1. Platform presentation or poster or abstract from one study or scholarly accomplishment = 1 product. 2. Two or more platform presentations and/or posters and/or abstracts from one study or scholarly accomplishment = 1 product. 3. One manuscript and one platform presentation and/or poster and/or abstract from one study or scholarly accomplishment = 2 products.

Use only abbreviations that would be widely known.

Young, L, Kupzyk, K, Parker, B, McCall, A, Hergott, C, Blagg, M. Develop and test a palliative care screening tool for rural patients with serious chronic illnesses: a study protocol. International Journal of Clinical Trials, 3(4): 210-216. 2016.

Presentations The Importance of Board Specialization to Your Career & Our Profession:

Broadening Our Scope & Practice. Middle Georgia LAN Webinar. 11/2017.

Pelvic Floor Dysfunction: Therapeutic Implications. 2017 HMI Symposium. Augusta, GA. 07/2017.

Post-Partum Education. Doctors Hospital Nursing Staff Yearly Competence. 10/2015 and 11/2015.

Specific Measurable Scholarship Goals These goals should minimally reflect 2 accomplishments that will be disseminated in a peer review format over the next 4 years. Number each goal

1. Complete a research study examining the correlation of urinary stress incontinence and exercise intensity/frequency and submit for publication within 1 year.

2. Complete a case report on the use of manual therapy techniques to treat female infertility in 1 year.

Ongoing/Planned Scholarly Activities Related To Above Goals For each of the above goals, list the related ongoing or planned scholarly activities including the project title, your role in the project, target dissemination source and estimated timeline for dissemination. Add rows as necessary 1 Target Source – Specific target sources for dissemination should be provided; e.g., manuscript – PTJ, JOSPT; Platform – CSM, NEXT. “Manuscript in professional journal” or “presentation at a professional meeting” is not specific.

Related Goal #(s)

Project Title Role in

Project Target Source and Timeline for Dissemination

1 Correlation of Urinary Stress Incontinence and Exercise

PI Journal for Women’s Health Physical Therapy (2019)

2 Manual Therapy as an Intervention to Treat Infertility: a

PI Physical Therapy Association of Georgia poster Presentation


case report (2020)

nNarrative: Scholarly accomplishments are expected to relate to principal topics of scholarly inquiry, scholarship goals and scholarly activities. All accomplishments should meet definition of scholarship as defined in Self-study Report and the Position Paper. If these relationships are not obvious, provide narrative description. Delete this row if not needed.

1


Provide selected activities during past ten (10) year period Core Faculty Name and Credentials: Frieda Faculty Date Form Completed: 08/1/2020 Date of Hire: 11/01/2019 Total years as a core faculty member in any PT program: 1 Principal Topics of Scholarly Inquiry Fall Prevention among older adults living at assisted living facility; Fall

prevention screening with SCD STEADI Peer Reviewed Scholarly Accomplishments Completed During the Past 10 years. Cite scholarly accomplishments that have been disseminated in a peer-reviewed format. Provide complete bibliographic citations for all publications or presentations. For other types of accomplishments, provide a brief description that includes the dissemination format and peer review process. Guidance: 1. Platform presentation or poster or abstract from one study or scholarly accomplishment = 1 product. 2. Two or more platform presentations and/or posters and/or abstracts from one study or scholarly accomplishment = 1 product. 3. One manuscript and one platform presentation and/or poster and/or abstract from one study or scholarly accomplishment = 2 products.

Use only abbreviations that would be widely known.

1. Vestibular Rehabilitation: A Competency-Based Course, Atlanta,

GA, 03/2013 2. APTA CI Credentialing and Training Program, Augusta, GA;

November, 2011. 3. Presented for staff education on: Equitest Balance Manager System:

Clinical Integration. Walton Rehabilitation Outpatient Clinical Staff. 12/08/2012.

Specific Measurable Scholarship Goals These goals should minimally reflect 2 accomplishments that will be disseminated in a peer review format over the next 4 years.

Number each goal

1. Publish one paper on balance / concussion in a peer-reviewed journal in the next 2 years.

2. Complete & obtain specialty certification in Geriatrics, test March 2019.

Ongoing/Planned Scholarly Activities Related To Above Goals For each of the above goals, list the related ongoing or planned scholarly activities including the project title, your role in the project, target dissemination source and estimated timeline for dissemination. Add rows as necessary

Related Goal #(s)

Project Title

Role in Project

Target Source and Timeline for Dissemination

1

Fall prevention screening with SCD STEADI:

Data Collec

AY 2020-

2

1 Target Source – Specific target sources for dissemination should be provided; e.g., manuscript – PTJ, JOSPT; Platform – CSM, NEXT. “Manuscript in professional journal” or “presentation at a professional meeting” is not specific.


Obtain IRB approval and perform data collection

tion 2021

1 Fall prevention screening with SCD STEADI Submit article

Assist/2nd author

Geriatrics Spring 2022

1 Concussions in high school athletes

PI Fall 2021

2

Complete Continuing Education for Geriatric Certification

Primary

August 2021

Narrative Scholarly accomplishments are expected to relate to the principal topics of scholarly inquiry, scholarship goals and scholarly activities. All accomplishments should meet the definition of scholarship as defined in the Self-study Report and the Position Paper. If these relationships are not obvious, provide a narrative description.

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CAPTE's Expectations for Scholarship

Please share the following information with all core faculty, along with the Position Paper entitled Physical Therapy Faculty and Scholarship, which is found in the Accreditation Handbook (www.capteonline.org/AccreditationHandbook). This document was revised in fall 2020 to better address the important reasons for PT core faculty to engage in scholarship. It includes a revised chart that summarizes the types of scholarship and examples of characteristics associated with each type.

• Keep in mind that 4B addresses the minimal expectation for compliance with the Standards and Required Elements. Institutions (or programs) often have higher expectations for promotion or tenure.

• The Faculty Scholarship Form is used to demonstrate that each individual core faculty member has a well-defined, ongoing agenda. It should: – Include accomplishments within last 10 years, regardless of length of faculty appointment at your

institution • Delineate how accomplishments are peer reviewed & disseminated • Be representative of accomplishments; although can refer to CV, the form should provide a broad

view of accomplishments • Not include things that would not meet CAPTE’s expectations, for example:

• supervision of student research projects where the projects are NOT part of the faculty members scholarly agenda

• professional development activities such as enrollment in a doctoral program • presentations that are considered to be service activities (i.e.: invited lectures, continuing

education) • Be completed correctly and completely. The Commission will ask for forms to be resubmitted –

do it now or do it later! • Faculty info is complete, including name! • Citations are complete; suggest using AMA Manual of Style:

http://healthlinks.washington.edu/hsl/styleguides/ama.html • Use the Narrative row on the form whenever peer review is not obvious or nontraditional.

Don’t assume CAPTE will know it is peer-reviewed or will assume it is just because it is on the form. This includes presentations at your state APTA conference.

• Use only abbreviations that would be widely known • If CAPTE doesn’t know it, then can’t determine compliance; keep in mind not all

Commissioners are physical therapist • Example: HSC – home study course - is not going to be understood

• Since CAPTE is looking for a scholarly agenda and not just accomplishments - ongoing plans MUST include completion timeline and identify dissemination in a peer review format – regardless of past accomplishments

• there is no need to identify or divide the accomplishment by type of scholarship • “Manuscripts in Preparation”, “Manuscripts Under Review”, “Manuscripts in Revision”, “To

Be Submitted”, or other variations describe incomplete works and should not be included under accomplishments but under ongoing activities.

– Be uploaded on the Core Faculty Detail Page for each individual core faculty member • Citations occur when

– No connections between lines of inquiry and accomplishments, goals, & ongoing activities – Citations are not complete – Number of accomplishments are inadequate – Accomplishments, goals, or ongoing plans do not relate to scholarship, but relate to

• professional development, e.g., doctoral studies, attain specialty certification • teaching activities: e.g., develop new course or new course materials; supervision of student

research projects that do not relate to faculty member’s agenda) – Goals are too vague or general

http://www.capteonline.org/AccreditationHandbook

http://healthlinks.washington.edu/hsl/styleguides/ama.html

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– Ongoing plans do not result in scholarly products – Ongoing plans do not provide expected venues and timelines for peer reviewed dissemination

FAQs: 1. Will my program be cited if only one person does not meet expectations?

– Yes, all faculty must have an acceptable scholarly agenda (including accomplishments, goals and planned activities that relate to areas of scholarly inquiry)

– Goals are written in measurable terms – Planned activities must delineate the expected venues and timelines for peer reviewed dissemination.

If missing components, then CAPTE will cite the program as being out of compliance AND name the individuals that do not have a well-defined scholarly agenda

2. Are tenure-track faculty still required to have at least one peer reviewed publication?

No, all types of accomplishments are considered as long as they meet the definition of scholarship and are disseminated in a peer reviewed format.

3. How many accomplishments should each faculty member have? Our “hypermobile” Rule of Thumb:

• Looking at most recent 10 years • Expect at least one accomplishment for every two years of academic service • Will consider large, multi-year projects • New faculty (<3 years) not expected to have established scholarly record yet but should have

appropriate agenda to get there. CAPTE expects well defined goals and specific activities that identify the timeline(s) and venue(s) for dissemination by the end of the 3rd year.

• Faculty are expected to have at least one dissemination by year 3. 4. Do book chapters count as scholarly products? Yes, books and book chapters count. 5. Does being a textbook reviewer count as a scholarly product? No. 6. Should we only report products that an individual completed while in the role as a core faculty

member, or can they report products completed as an adjunct or graduate student? No, you should report all accomplishments within the last 10 years.

7. What should we do about journal articles are accepted pending revision? Include them on the

accomplishment section of the scholarship form, noting that they are accepted pending revision. However, as stated above, manuscripts that are submitted, but not yet accepted, are listed under ongoing / planned activities.

8. If an individual presents the same presentation at the different venues, does CAPTE consider this

multiple presentations or one presentation? The same presentation given at different venues is considered by CAPTE to be one scholarly product. Don't list on the scholarship form multiple times!

9. If a presentation is turned into a journal article that is published in peer review format, will both

count? Yes

10. Does CAPTE consider an online continuing education course to be a scholarly product? In general, this would be considered professional service.

11. Am not sure CAPTE will consider my accomplishment to be peer-reviewed scholarship, should I list it? If it is a teaching or service activity, no - don't list it. If in doubt, suggest discussing with colleagues who have well defined scholarship agendas and experience with what is dissemination in a peer review format. If still unsure, then use the narrative row of the scholarship form to build the case. Keep in mind that 'filling' your scholarship form with things that 'don't count' only serves to suggest that you don't understand

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scholarship. 12. Should we include both a presentation and the published abstract about the presentation on the

scholarship form? Since this represents one product, both should not be listed on the form. List the presentation and refer the reader to the CV for a list of abstracts IF you want to list both on the scholarship form, then use a citation that combines the two. For example:

Chevalier M, Price E: How to keep your sanity while writing a self-study report. Presented at the American Association of Educational Lunatics Annual Meeting, Loco, NM, 2006. Abstract published in the Archives of Nutty Professors, 6(3):15, 2006.

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4D Each associated faculty member has contemporary expertise in assigned teaching areas and

demonstrated effectiveness in teaching and student evaluation. NOTE:

PT: At the time of AFC submission, the institution must employ at least three qualified full-time core faculty, including the program director and clinical education coordinator, and have, or have contracts with, sufficient qualified faculty to implement the complete first two years of the program. The projected composition of the core and associated faculty necessary for the full implementation of the program must be determined, be reflective of the variety of faculty responsibilities delineated in Element 8A, and be consistent with the institution’s expectations for faculty qualifications. In addition, at least 50% of the core faculty hold academic doctoral degrees for both the current and projected composition.

PTA: There must be at least two full-time core faculty members employed at the time of AFC submission,

including the program director and the clinical education coordinator. In addition, at the time of AFC submission, the current composition of the core and associated faculty must be sufficient to ensure achievement of all program activities, be reflective of the variety of faculty responsibilities delineated in Element 8A, and be consistent with the institution’s expectations for faculty qualifications.

Discussion Questions 4D:

• Does this provide the required evidence for the 4D Element? • Why?/Why Not?

Narrative Example for Element 4D (PTA): The Program does not anticipate the need for any associated faculty at this time. In order to meet the needs of the Program, a small number of guest speakers will be utilized to augment instruction by core faculty. The education and experience of guest speakers are vetted by the Program Director using the Guest Speaker Qualifications Review Form. The guest speakers currently planned to be utilized are qualified and prepared to teach their planned special topics based on their education and clinical experience. Kristen Campbell, MS, PT, OCS will be teaching a combined lecture/lab on pelvic pain Women’s Health in PTA200 PT Issues and Trends. She will be giving a 1-hour lecture and conducting a 2-hour lab, which will be assisted by Mr. Chevalier and Dr. Black, for a total of 3 contact hours. Mrs. Campbell received her Master of Physical Therapy from the University. She is Board- Certified as an Orthopedic Specialist by the American Board of Physical Therapy Specialists. Kristen has over 20 years of clinical experience, having been licensed as a PT since 1997. Her experience predominantly involves outpatient orthopedics with a special interest in manual therapy for spinal dysfunction. Kristen has practiced as a pelvic pain specialist for approximately the last 17 years and has also taught continuing education courses on pelvic pain in women. She also regularly treats pre-school/ grade school age children to help address attention and learning disabilities and has lectured on motor based learning to teachers/educators. She is also certified in Kinesiotaping and dry-needling. She is a member of the APTA’s Section of Women’s Health, Section of Pediatrics, and Section of Orthopedics. Daniel Snyder, MS, PT, PCS will be teaching a combined lecture/lab on Pediatrics for the Program in PTA231 Rehabilitation Techniques. He will be giving a 2- hour lecture and conducting a 3-hour lab, which will be assisted by Dr. Black, for a total of 5 contact hours. Mr. Snyder received his Masters of Physical Therapy from the University after graduating with a degree in Psychology. He is a Board Certified Pediatric Specialist and has 25 years of clinical experience. He currently works at Children’s Rehabilitation Services as a Senior Physical Therapist and at University as an Adjunct Faculty for Pediatrics in their DPT program. Mr. Snyder also serves as a Clinical Instructor for PT students from

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University and University. He was the co-author of a poster presentation at APTA’s CSM in 2019 on “Leg Casting in Children”. Other teaching history includes workshops, in-services and presentations on topics including positioning, adaptive equipment, wheelchairs, and scoliosis. Service activities include Reimbursement Committee of the Pediatric Section of the APTA, CAPTE item writer for pediatrics, and State Chapter representative for the Pediatric Section of the APTA. Narrative Example for Element 4D (PT): Refer to the Associated Faculty Detail Section for each individual associated faculty teaching >50% content in any course. Three additional adjunct faculty members contribute their content expertise in specialized areas (<50% of course) as follows: Dr. Andy Lamond is an adjunct assistant professor who will teach content related to treatment of patients who require prosthetics in Assistive Technology, Prosthetics and Orthotics (DPT 875). Dr. Lamond received her Doctor of Physical Therapy and Bachelor of Science in Exercise Science from University in 2010. Dr. Lamond has been a licensed physical therapist in the state of Virginia since 2010 and has worked at Physical Therapy at St. Tom’s and University for Rehabilitation Services. Her clinical areas of expertise include patient management for individuals with neurological dysfunction and amputees. Dr. Lamond has been a clinical instructor for multiple physical therapy students since 2011. She maintains her expertise through participation in evidence-based continuing education with attendance at multiple evidence-based courses in the past five years with an emphasis on coursework related to patient management for individuals with amputations and individuals with neurological conditions. Dr. Joe Richard is an adjunct assistant professor who will serve as a lab instructor in Human Growth, Development and Genetics in Rehabilitation (DPT 815). Dr. Richard will teach in collaboration with Dr. Malcolm in this role. Dr. Richard received her Doctor of Physical Therapy degree in 2013 and her Bachelor of Science in Health Science in 2011 from College. Dr. Richard has been a licensed physical therapist in the state of Virginia since 2013 and has worked at Great Services Rehabilitation Network (GSRN) in both their inpatient and outpatient divisions since that time. Currently, she is a Senior Level II therapist and specializes in pediatrics. Dr. Richard has served as a clinical instructor for physical therapy students since 2015. She received her American Board of Physical Therapy Specialities Board Certification in Pediatrics in 2016. Dr. Richard is a mentor in the pediatric residency program at GSRN and maintains her expertise through participation in evidence-based continuing education with attendance at 10+ courses in the past five years. Dr. Daniel Scott is a Professor of Biology at College, where he has taught courses in Genetics, Advanced Genetics, and Genomics for over 15 years. Dr. Scott holds a Ph.D. in Molecular Biophysics and Biochemistry from University, and has conducted research in behavior genetics since 1992. He will teach the genetics content in Human Growth Development and Genetics in Rehabilitation (DPT 815).

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Discussion Questions 4E:

• Does this provide the required evidence for the 4E Element? • Why?/Why Not?

Narrative Example for Element 4E (PTA): Systematic assessment of faculty (full-time and part-time) will occur regularly to bring about improvement in teaching and related responsibilities. College policies and procedures support both the identification of professional development needs and the meeting of those needs. Program core faculty will design appropriate professional development plans (PDP) based on collected and analyzed assessment data; and Program and faculty needs. The core faculty members will develop a PDP on an annual basis, and review it with the Program Director (PD) and Allied Health Division Chair (AHDC). The PDP should have a correlation to the identified needs of the Program. Faculty will be evaluated in all Program courses each semester by students through course evaluations, above and beyond College requirements. Annually, all non-temporary employees at the College are evaluated by their immediate supervisor(s) during each spring semester. Other program assessment instruments will also be collected and analyzed annually by the Program and utilized for the design of PDPs. At the time of hire, all Program faculty qualifications are reviewed and certified by the AHDC, who completes a Faculty Qualifications Sheet (FQS). After review and approval from the AHDC and Dean of Instruction, the FQS is sent to the HR office for placement in the employees’ file. As part of the College’s reaccreditation process, The Commission reviews the FQS for all instructional faculty. In the spring of each year, core Program faculty complete a PDP for the coming year, and review the results of their previous year’s PDP. In the PDP, goals are set for the upcoming year based on analyzed assessment data and program/faculty needs. The PD, AHDC and the Dean of Instruction review the PDPs of all Program core faculty. The PD, with input from each core faculty member, develops an action plan for each goal not met in the PDP from the previous year. Contemporary expertise in assigned teaching areas for each core faculty member in the Program is assessed by the PD on an annual basis. Program Graduate surveys and Student Evaluation of Instruction surveys are used to gather data related to professionalism, quality of instruction and teaching effectiveness. PDPs and technical peer review results are used by the PD to ensure that contemporary expertise is maintained by all core faculty, and that all curricular content needs are met. Associated faculty may consist of adjunct faculty and/or outside speakers or content experts. Adjunct faculty are employees of the College, and are hired, vetted, and reviewed on an annual basis in the same manner as core faculty members. The education and experience of outside speakers or content experts who are not adjuncts, but are used by the Program to deliver PTA content, are evaluated by the PD. Using the Guest Speaker Qualification Review Form, the relevant experience and education of the speaker is compared to the outcomes of the content being presented. This assessment tool is completed and approved by the PD. The Clinical Education Coordinator (CEC) is responsible for ensuring that all clinical education faculty meet the expectations of the Program in terms of licensure, experience and professionalism. The CEC will maintain a database for each clinical instructor (CI) to document current licensure as a PT or PTA, at least 1 year of post-licensure clinical experience and evidence of completion of the APTA’s CPI training module. At midterm and conclusion of each clinical experience, each student will complete a Student Evaluation: Clinical Experience and Clinical Instruction and rate the CI on several dimensions, including professionalism, communication, clinical skills, ethics, and quality of instruction. The CEC will aggregate and summarize the data on each CI at the conclusion of each semester. The PD will review the summary data each semester, and maintain a file on each CI in the PD’s office.

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Michael Chevalier, PTA, the PD, has used student evaluations, self-reflection, and professional expectations to identify areas for professional development. Based on this information, Mr. Chevalier has identified the following areas for development: synthesizing higher education data, advocacy for the profession of physical therapy, and service to the community, college, and local professional organizations. He has made plans to address these areas in his 2020-2021 PDP. Pam Black, PT, DPT, the CEC, has used the results from assessment instruments to help determine areas in need of professional development. Based on the data gathered, Dr. Black has identified the following areas for development: higher education teaching skills/strategies, expertise in clinical education, program assessment, synthesizing clinical education data and forming reports. She has made plans to address these areas which can be found in her 2020- 2021 PDP. Surveys and forms are located in the appendices of the Program Operational Manual. Narrative Example for Element 4E (PT): The Assistant, Associate or Full Professor position statement outlines responsibilities and expectations for program faculty (Policies and procedures program, Appendix 1). All core faculty have established professional development plans, are provided adequate time for professional development, and receive mentorship as needed. Refer to workload requirements in Standard 3C, individual faculty professional development plans, and individual core faculty detail pages. A formal process has been developed for the assessment of the responsibilities and expectations inclusive of teaching, scholarly activity, and service. Refer to the program-developed Yearly Professional Development Review (Policies and procedures program, Appendix 4). The faculty will complete the form in advance of meeting with the PD in the spring semester each year. First, the core faculty member shall provide the following information from the prior year:

• General summary of contributions to teaching, scholarship and service • Summary of previously established goals • List of courses and/or lectures taught • Summary of student course evaluations • Peer reviews of their teaching • List of peer-reviewed research publications • List of any research proposals in process • Receipt of any grant funding • Number of students that they advise • List of programmatic, departmental, and college-level committee service • List of professional or community service activities • List of any administrative activities • List of professional development activities

After documenting the prior year accomplishments, the faculty member will document an updated professional development plan for the upcoming year in the areas of teaching, scholarship, and service. The plan will include revised goals (as needed) and a detailed action plan to achieve the stated goals. The faculty assessment will be based on student course evaluations, peer reviews, faculty feedback, administrative feedback, and the prior year accomplishments. The PD and the faculty member will meet to review the past year’s performance in the areas of teaching, scholarship, and service, as well as the updated professional development plan and goals. The annual meeting will include discussions on faculty needs for achievement of updated goals including time, mentorship, continued education, and other resources. Core faculty development plans for the academic year 2020-2021 are available in the Appendix. Faculty development plan reviews for Ryan, Williams, and Fountain from the academic year 2019-2020 are also available in the Appendix ( Professional Development Plans ). As noted in Standard 2B3, thresholds have been established that would necessitate the development of a faculty plan to remediate any areas of deficiency in teaching, scholarship, and/or service. A development plan will

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include activities such as continued education and mentorship for the faculty with a timeframe for achievement of established goals. Tenure-track core faculty are also evaluated by the departmental tenure committee annually and by the Tenure, Promotion, and Review Committee at the time of the mid-term and final tenure review. The detailed tenure process can be found in the Handbook institution faculty (Section 3.5, pages 43-61). The Director of Clinical Education (DCE) position statement outlines responsibilities and expectations of the administrative responsibilities of the role ( Policies and procedures program, Appendix 2 ). Specifically, the DCE will be evaluated on their administrative responsibilities related to management of the clinical education program. The DCE and PD will independently complete the APTA DCE Performance Assessment on a yearly basis at the time of the annual review ( Policies and procedures program , Appendix 5 ). The DCE will complete the self-assessment and the PD will complete the academic administrator assessment of the APTA form. The PD assessment will be based on observation of the DCE and the efficiency/effectiveness of the clinical education program, as well as feedback from SCCEs/CIs, faculty and students. If needed, a plan will be developed to remediate any identified deficiencies in administrative duties. A development plan will include activities such as continued education and mentorship for the DCE with a timeframe for achievement of established goals.

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4J The clinical education coordinator is effective in developing, conducting, and coordinating the

clinical education program.

Evidence of Progress towards Compliance: Narrative: ● Describe the process that is and will be used to assess the effectiveness of the clinical education

coordinator(s). ● Describe the effectiveness of the clinical education coordinator(s) in planning and developing the

clinical education program ● Describe the process that will be used to ensure that academic regulations are upheld. ● Describe the methods that will be used to assign students to clinical education experiences. Appendices: See AFC Instructions & Forms

Discussion Questions 4J: • Does this provide the required evidence for the 4J Element? • Why?/Why Not?

Narrative Example for Element 4J (PTA) Dr Blake, PT, DPT is the Program’s Clinical Education Coordinator (CEC). Effectiveness of the CEC will be assessed through data gathered from various assessments of the CEC as well as the ability of the CEC to obtain and maintain a sufficient number and variety of clinical experiences in order to meet the Program’s clinical education objectives. Formal assessments of the CEC will be performed by the students through Student Evaluation of Instruction at the end of each clinical education course as part of the regular faculty evaluation process, through the Student Exit Survey, and through the ACCE/DCE Performance Assessment: Student Survey given at end of program. Faculty will assess the CEC through the ACCE/DCE Performance Assessment: Self-Assessment and Academic Administrator Survey annually. Clinical instructors will assess the CEC through the Clinical Instructor Evaluation of CEC Survey at the end of each clinical experience. The CEC will also perform a self-assessment using the ACCE/DCE Performance Assessment: Self-Assessment and Academic Administrator annually. Dr. Blake has strong organization and interpersonal skills which will allow her to work well with clinical education faculty (SCCEs/CIs). She has been able to find effective ways to communicate with clinical education faculty and clinical sites while site visits have been difficult to perform due to COVID-19 restrictions. She also has good problem-solving skills which will allow her to address the diverse needs of the students. The CEC has been effective in writing the Clinical Education Handbook which outlines the policies/procedures related to the clinical education program and developing the clinical education courses including course objectives and requirements. She has established relationships with clinical education sites in the surrounding areas to obtain agreements and LOIs from a sufficient number and variety of sites to meet the needs of the program. The professional network Dr. Blake has developed through her clinical work in the community has helped obtain these clinical sites. To ensure that academic regulations are upheld by the clinical site/clinical instructor, Dr. Blake will maintain a database to verify that clinical sites/clinical faculty meet all program requirements. Information for this database will be collected through Annual Slot Request Form, CSIF, SCCE/CI/student feedback, SCCE/CI discussions, and site visits. If any violations or discrepancies are found, the College will provide training if needed. The need for training will be assessed by the CEC based on clinical site visits/phone calls, student/CI feedback, clinical faculty surveys, and CPI results. To ensure academic regulations are upheld by students, the CEC will review clinical education policies outlined in the Clinical Education Handbook. Students will be expected to sign an agreement form stating that they agree to abide by all clinical education policies. Students will be assessed by the CI using the CPI. To ensure routine completion of all assessments, students and CIs are required to have weekly meetings to set and review goals in addition to completion of the midterm and final CPI assessment. The CEC is responsible for collecting and managing these documents. Please see the program's Assessment Matrix, which includes specific measurable outcome statements for this element.

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Student clinical education experience placements will be coordinated based on learning opportunities to provide a variety of experiences in a variety of settings. Clinical education experiences will enable students to meet all the clinical course objectives and to achieve entry-level performance prior to graduation. While students are permitted to indicate their preferences for placement, the clinical objectives and program policies and procedures will receive highest priority in the assignment process; convenience factors (such as schedule or commute time to the facility) will be given lowest priority. Students will be assigned to clinical education sites based on the Program policy that states each student be assigned to at least one full-time experience in an outpatient setting and one in an inpatient setting (Program Clinical Education Handbook, pg. 13). Placement at a clinical site will be determined by level of student education and type of clinical facility. Students will not be placed at clinical sites that are not appropriate for their level of education within the Program. Student requests for specialty areas in their final clinical experience will be considered and accommodated if possible. The CEC will keep track of types of clinical experiences performed for each student through a spreadsheet to ensure each student meets program site requirements, and to ensure each student will have clinical experiences in a variety of clinical settings and patient populations. Surveys and Forms can be located in the appendices of the Program Operational Manual. Narrative Example 2 for Element 4J: Dr. Baker and Dr. Campbell formally meet at least once per month to communicate about the development, coordination, and execution of the clinical education program. Informal meetings are held as necessary. Dr. Baker has shown leadership and is effective in her communication and collaboration with the PD, Department Chair, and Directors of Clinical Education from athletic training, occupational therapy, and speech language pathology. She represents program clinical education needs as a member of the departmental clinical education committee. Dr. Baker has worked closely with the core DPT faculty, departmental and college faculty, staff, administrators, and with clinical education partners and the clinical education community.

Dr. Baker has communicated regularly with our clinical education partners both in writing and verbally to share the philosophy and expectations of DPT student clinical experiences. Her leadership has resulted in strong partnerships with multiple, diverse healthcare organizations. She has secured an ample number of letters of intent for clinical education experiences and sufficient contractual agreements with facilities to meet student clinical education needs. Clinical faculty training programs are in development to educate SCCEs/CIs on student expectations during clinical experiences and the use of electronically distributed program-developed and validated student assessment tools used during clinical experiences.

Dr. Baker is responsible for coordination of all aspects of the clinical education program through explicit regular communication with SCCEs/CIs. In collaboration with faculty, Dr. Baker has developed well-organized processes for determining student readiness for clinical education and remediation plans in cases where a student may struggle in the clinic. Dr. Baker will report student progression in clinical education, concerns about the clinical education program, and other clinical education related items at each program faculty meeting as this is a standing agenda item. She has a structured plan for performing clinical site visits and for maintaining clinical site information using the Exxat© database. Dr. Baker works closely with a departmental administrative assistant dedicated to clinical education who assists her in ensuring that students meet their clinical education requirements and that clinical site information remains up-to-date. Dr. Baker works closely with administration when obtaining new clinical contracts and collaborates with the administrative assistant in ensuring that site contracts remain up-to-date. The assessment processes for Dr. Baker’s performance as a DCE is outlined in Standard 4E and Policies and Procedures Program on page 5.

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PT: 6B The curriculum plan includes an expectation that students enter the professional program

with a baccalaureate degree. Alternatively, students may have three years of undergraduate education that includes in-depth upper division study in one discipline comparable to a minor at the institution.

Evidence of Progress Towards Compliance: Narrative: ● If the program requires a baccalaureate degree prior to admission, a statement to that effect is the only

response required. ● If the program does not require a baccalaureate degree prior to admission, provide evidence that

students will enter the program with a balance of course work, including upper division courses in at least one content area that is the equivalent of a minor at the institution.

Appendices: See AFC Instructions & Forms

Discussion Questions 6B: • Does this narrative response meet the requirement: If the program does not require a

baccalaureate degree prior to admission, provide evidence that students enter the program with a balance of course work, including upper division courses in at least one content area that is the equivalent of a minor at the institution?

Narrative Example 1 for Element 6B: As a freshman admit program, students enter the program after three years of undergraduate work. Students receive a baccalaureate degree in health sciences after the successful completion of the first year of the entry-level program. Narrative Example 2 for Element 6B: The program requires a baccalaureate degree prior to admission into the DPT program. The DPT program requires completion of a baccalaureate degree prior to entrance, which then allows the professional phase of their PT education to focus on the achievement, integration and mastery of the knowledge, skills, and affective behaviors essential to professional practice. The prerequisite baccalaureate degree allows students to explore content areas in sufficient depth to demonstrate problem solving and critical thinking skills necessary for success in graduate professional education. PTA: 6B The curriculum plan includes courses in general education and basic sciences that prepare

the student for the technical courses, or competencies, if the program is competency based1.

Evidence of Progress towards Compliance: Narrative: ● Identify the general education and basic science courses required for the degree and explain how they

prepare the student for the technical courses, or competencies, if the program is competency-based. Appendices: See AFC Instructions & Forms

Discussion Questions 6B:

• Does this meet the required evidence for Element 6B: – Identify the general education and basic science courses required for the degree and

explain how they prepare the student for the technical courses, or competencies if the

1 Competency based education: Education processes that focus more on what students learn, rather than where or how long the learning takes place.

Instead of evaluating student progress on the amount of time spent in a classroom (using the credit hour, which is the default standard for measuring progress), students receive college credit based on their actual demonstration of skills learned. Competency-based education programs are often designed to allow students to learn and progress at their own pace.

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program is competency based. • Is anything missing or that could be improved?

Narrative Example 1 for Element 6B: The program has 5 requirement areas for an AAS degree. Area I: Written Composition requires 3 credit of ENG101. Area II: Humanities & Fine Arts requires completion of 3 credits in humanities/fine arts and 3 credits in Speech unless provisions for addressing Oral Communication Competencies represent an integral module in a required discipline-specific course as is the case for PTA202 PTA Communication Skills. Area III: Natural Science & Mathematics requires 3 credits minimum of a math and one course from BIO, CHM, PHS, PHY or additional MTH. Area IV: History, Social, & Behavior Sciences requires 3 credits minimum from an approved course. Areas I-IV Gen Ed Requirements must total at least 15 credits. Area V: Technical Core, Technical Concentration, and Electives must total at least 31 credits and include Orientation to College, Microcomputer Applications, & courses appropriate to the Associate in Applied Science degree requirements (College Catalog and Student Handbook, pg. 60).

The program used these requirements as part of the curricular design process to ensure the curriculum has appropriate general education courses which will prepare students for technical coursework. The program’s general education courses, which are completed prior to technical coursework are: Orientation to College, Intermediate College Algebra, Human A&P I & II, English Composition I, Principles of Physics, Medical Terminology, Human Growth & Development, Microcomputer Applications, and a Humanities/Fine Arts Elective.

ORI101 Orientation to College integrates students into college life, and prepares students for the Program by teaching them to be a successful college student including study skills, utilization of student services, & professionalism.

CIS146 Microcomputer Applications is an introduction to common software applications, such as word processing, spreadsheets, database management, and presentation software. This course will prepare students to complete program assignments and prepare them for working with electronic medical record platforms.

MTH100 Intermediate College Algebra provides a study of algebraic concepts and will foster critical thinking skills and prepare students for research statistics taught in PTA100, as well as other situations involving basic math potentially found in the profession.

PHY112 Principles of Physics introduces the student to the basic principles of physics which will serve as the foundation for functional kinesiology in PTA220 and for the use of physical agents in PTA251.

ENG 101 English Composition I provides instruction and practice in writing; the development of analytical and critical reading skills; and basic reference and documentation skills.

BIO120 Medical Terminology is a survey of words, terms and descriptions commonly used in medical arts. This course will prepare students for accurately reading scholarly articles, composing written course work, and understanding medical documentation throughout technical and clinical courses.

BIO201 Human Anatomy & Physiology I covers the structure and function of the human body. Included is an orientation of the human body, basic principles of chemistry, cells, tissues, metabolism, joints, the integumentary, skeletal, muscular, and nervous systems.

BIO202 Human Anatomy & Physiology II covers the study of basic nutrition, basic principles of water, electrolyte, and acid-base balance, the endocrine, respiratory, digestive, excretory, cardiovascular, lymphatic, and reproductive systems. Learning normal anatomy and physiology will be built upon by studying the diseases and injuries that pertain to each of these organ systems program courses.

PSY210 Human Growth & Development looks at the study of psychological, social and physical factors that affect human behavior from conception to death. Information learned in this course will help students develop their basic communication skills including one-on-one communication, small/large group communication, and nonverbal communication. The course pairs well with the technical course, PTA202

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Communication Skills, which prepares students to communicate with patients across the lifespan as well as addressing issues of cultural diversity, spirituality, and death/dying. It also prepares students well for learning about abnormal development in PTA 230 Neuroscience by providing them with a foundational understanding of normal human development.

The Program also requires a Humanities/Fine Arts Elective to offer the student an introduction to humanities using selections from art, music, literature, and philosophy. The purpose of this requirement is to provide students with a well-rounded background and basis of knowledge. This foundation will allow them to communicate with a wider variety of individuals/patients on a wider variety of topics which will improve their ability to develop an effective patient rapport.

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6C PTA/6D PT: The curriculum plan includes a description of the curriculum model and the educational principles

on which it is built.

Evidence of Progress towards Compliance: Narrative: ● Describe the curriculum model and the educational principles of the curriculum.

Discussion Questions 6C/6D:

• Did the program appropriately address the evidence list in the portion of the response provided? – Describe the curriculum model and the educational principles of the curriculum. – Provide examples of how the educational principles translate into learning experiences.

• Is anything missing or that could be improved? Narrative Example for Element 6C PTA: The Program is designed as a one-plus-one, hybrid curriculum model. Students must satisfactorily complete foundational general education courses before being accepted into the technical aspect of the program. Once accepted, students will complete the technical physical therapy courses, including didactic, laboratory, and clinical education components. During general education courses and the beginning of technical coursework, a more traditional model of education will be used to teach basic sciences and foundational skills. However, case models will also be used early on in technical courses to begin exposing students to clinical scenarios. As students progress though the program and their knowledge increases, the cases will become progressively more complicated and require greater critical thinking skills on the part of the student. The curriculum plan is also based on the needs of different learning styles and includes a variety of instructional strategies in order to provide diverse educational opportunities, methodologies, and activities. Using the constructivist model for learning and Bloom’s taxonomy as guides for developing the program, students will learn basic concepts in theory courses that can be applied in lab courses and through clinical experiences. As students progress through the program, a variety of learning experiences will be utilized to encourage students to use their foundational skills and then apply them in the most appropriate way for the situation. Problem-based learning will be incorporated throughout the program with the use of patient simulation and case based patient scenarios. Constructivism also suggests that reflection is a key component to the learning process. As students reflect upon knowledge and skills learned, mental processing occurs which can lead to improved critical thinking and problem solving. Reflection is a way for students to systematically review information or skills that they are learning. Reflective assignments will be spaced throughout the curriculum of the program to encourage greater depth of understanding. Through the planned learning activities, students will develop and use skills surrounding the use of evidence based practice, critical thinking, self-reflection, and professional advocacy. The Program will also incorporate group learning methods for certain activities and concepts within the curriculum to promote a student-centered approach to learning. Recognizing that students present with a variety of life experiences and come from diverse backgrounds, this will promote socio-academic integration through cooperative learning. Learning opportunities will allow students to be active participants in acquiring new knowledge and preparing the students to be lifelong learners.

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Narrative Example for Element 6D PT: The curricular model is a hybrid of systems and case-based approaches embedding patient/client management across the lifespan in the course sequence. Incorporated constructivist learning theories are situated cognition/learning and active/experiential learning (Aydede, 2009; Bandura, 1971; Brown, 1989; Collins,1987; Cooper, 2003; Ertmer, 1993; Kolb, 2015; Hayward, 2006). Situated learning emphasizes authentic experiences within differing activities and contexts using communities of practice and cognitive apprenticeships (Brown,1989; Learning Theories in Plain English E-book, 2017). Communities of practice encourage reciprocal learning that occurs between teachers, learners, and peers (Plack, 2017). Cognitive apprenticeships are based on progressive stages of learning including modeling, coaching, scaffolding, articulation, reflection, and exploration (Collins, 1987). Active and experiential learning rely on the premise that learners use a combination of concrete experience, reflective observation, abstract conceptualization, and active experimentation when active teaching styles are employed (Kolb, 2015). Based on these theories, active teaching strategies will be employed in the curriculum including team-based learning, case scenarios, collaborative near-peer teaching, and authentic experiences, such as experiential learning activities, part-time integrated clinical education experiences (ICE), clinical simulation, and full-time clinical education experiences (Michaelsen, 2008; Plack, 2017; Rotgans, 2019; Ytreberg, 2015; Devans, 2009). During all clinical simulation experiences, students will receive formative feedback using the standardized Clinical Reasoning Assessment Tool (CRAT) from faculty and standardized patient feedback on professional behaviors (McDevitt, 2019; Furze, 2015). Refer to the Clinical Reasoning Assessment Tool (CRAT) document located in the Clinical education handbook (Appendix 11) or Handbook program student (Appendix 8). The CRAT will also be completed one time during each clinical education experience (DPT 800/DPT 900/DPT 940). 6F The didactic and clinical curriculum includes interprofessional education; learning activities are directed toward the development of interprofessional competencies including, but not limited to, values/ethics, communication, professional roles and responsibilities, and teamwork. NOTE: This element will become effective January 1, 2018.

Evidence of Progress towards Compliance: Narrative: ● Describe learning activities directed towards the development of interprofessional

competencies that will involve students, faculty and/or practitioners from other health care professions.

Narrative Example for Element 6F (PT) Interprofessional education is highly valued in the curriculum and content will be based on the Interprofessional Education Collaborative (IPEC) Core Competencies for Interprofessional Collaborative Practice including values/ethics, roles and responsibilities, interprofessional communication, and teamwork (IPEC, 2016). Students will be introduced to the IPEC competencies in their Foundations in PT course in semester 1 and requisite knowledge, skills and affective behaviors will be reinforced in the 4-part ICE course series. Each ICE course includes a minimum of 3 interprofessional learning activities per semester in which students interact with and problem-solve cases with peers including athletic training (AT), occupational therapy (OT), and speech-language pathology (SLP) students. In the ICE series, students have the opportunity to peer teach skills such as transfer techniques and guarding during functional mobility to occupational therapy, nursing, and peer DPT students. Refer to Standard 6 (L3) for additional details about IPE during CE. PTA: 6G The curriculum plan includes a variety of effective instructional methods selected to

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maximize learning. Instructional methods are chosen based on the nature of the content, the needs of the learners, and the defined expected student outcomes.

Evidence of Progress towards Compliance: Narrative: ● Describe the variety of instructional methods and learning experiences that will be used in the

curriculum to facilitate students’ achievement of the objectives. ● Describe the rationale for the selection of instructional methods and learning experiences that

will be used in the curriculum. Appendices & On-site Material: See AFC Instructions & Forms

Discussion Questions PTA 6G: Did the program appropriately address the evidence list in the portion of the response provided?

o Describe the variety of instructional methods and learning experiences used in the curriculum to facilitate students’ achievement of the objectives.

o Describe the rationale for the selection of instructional methods and learning experiences used in the curriculum.

Is anything missing or that could be improved? Narrative Example: The Program curriculum plan includes a variety of effective instructional methods and learning experiences which were selected based on the nature of the content to be learned, the variety of needs of the learners, and to facilitate student achievement of learning objectives. The Program has designed a database to align all course objectives, learning activities and methods of assessment in order to ensure congruency with the appropriate educational domain, the expected level of student performance, and the instructional content. This curricular planning process was invaluable to core faculty in selecting appropriate instructional methods and learning experiences for each curricular element. Students will have the opportunity to evaluate and provide feedback on the instructional methods used in each course through anonymous course evaluations at the end of each semester. Revisions will be made as need to improve the level of learning based on student outcomes and feedback. The instructional methodology is outlined in each course syllabi. These instructional methods include: Lecture: The majority of courses will have a lecture component which often includes small group discussion between students and faculty.

Laboratory Activities: Laboratory demonstration, practice, and application of data collection and interventional skills ensures competency prior to the clinical education component of the curriculum. Laboratory demonstrations and practical examinations will typically involve role playing techniques.

Reading: Students will be expected to complete reading assignments in the majority of PTA courses which may include textbooks, journals articles, and lecture handouts.

Audiovisual aids: Students will be presented with a variety of audiovisual presentations including PowerPoint presentations, videos, audio clips, and anatomical models and mannequins.

Collaborative/Group Projects: Team based learning will be used through collaborative group projects. The use of group work allows sharing of knowledge and the practice of skills through active learning. It also provides an opportunity for students to practice interpersonal skills and communication skills such as providing constructive feedback to their peers.

Case Studies: Case studies will be used to facilitate the application of concepts to a variety of different patients and/or scenarios throughout the program. Case studies will help students make practical connections with presented information as they prepare for clinical practice.

Oral Presentations: Throughout the curriculum students will perform oral presentations, both individually and as a member of a group.

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Writing Assignments: Students will prepare a number of writing assignments including reflection papers, progress notes, case studies, critiques of journal articles, and a literature review throughout the curriculum.

Discussion Boards: Thoughtful, researched discussion will be facilitated through online discussion forums using the Program’s Learning Management System, Canvas, to explore various content areas and engage with peers in a respectful, fruitful manner.

Field Trips: Field trips to clinical specialty sites, such as an occupation health/work hardening department, a prosthetics/orthotics laboratory, a mock hospital unit in the nursing program, or a pediatric clinic will be included in the curriculum, when able, to allow students to see the clinical implementation of curricular content.

Clinical Experiences: Students will participate in active learning through three full-time clinical experiences in a variety of settings in order to apply didactic the direction and supervision of a Clinical Instructor. Constructive feedback will be provided to students by Clinical Instructors in order to work towards achieving Entry-Level status. Narrative Example 2 6G (PTA): A variety of instructional methods and learning experiences are utilized in the program to address individual learning styles and to facilitate retention and integration of new course material, including, but not limited to the following: lecture, laboratory practice, question and answer, group discussion, demonstration, simulation, role playing, mock scenario, field trips, projects, case studies, SOAP note writing, journaling, textbooks, audio/visual presentation, online learning, internet resources, and library resources. Instructional methods and learning experiences are selected to facilitate student learning of the curricular course objectives. For example, a new concept or skill may be presented during lecture using audiovisual presentation, a case study, or a journal article. Formative assessments, such as questioning, quizzes, or group discussion, are utilized to determine the depth of student understanding. A new concept may be illustrated through a group project or a journal entry. A new skill may be practiced in a laboratory setting with hands-on practice and student role playing. Summative assessment in the form of a written exam, case study, or lab practical is used to ascertain if students have mastered the subject matter. Only select courses are hybrid learning courses that utilize some form of distance learning. No course is solely online and all graded assessments are performed on site, with instructors present. Any tests administered through the Internet or other electronic means will be completed on college computers and proctored by faculty. Student identity for examination will be verified by supervising faculty; any computer-based testing will require secure login and a password.

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6J3 (PTA)/6L3 (PT) involvement in interprofessional practice

Evidence of Progress towards Compliance: Narrative: ● Describe the program’s expectation for student involvement in interprofessional practice during

clinical experiences. ● Provide evidence that students have opportunities for interprofessional practice. ● Identify the other members of the interprofessional team that will be available during clinical

education experiences. Appendices: See AFC Instructions & Forms

Discussion Questions PTA 6J3:

● Did the program appropriately address the evidence list in the portion of the response provided?

● Is anything missing or that could be improved? Narrative Example 1 for 6J3 (PTA): To ensure each student has involvement in interprofessional practice during clinical education, an assignment has been developed in PTA200 (PT Issues and Trends), which will require students to compose a reflection paper on an interprofessional experience during one of their two terminal clinical education experiences (PTA200 Objective 8: Compose a reflection paper on an interprofessional experience which took place during one of the two final clinical education experiences). This assignment will involve a self-appraisement of one's interprofessional competency utilizing the Inter-Professional Education Collaboration survey (PTA200 Objective 6: Appraise one's interprofessional competency utilizing the Inter-Professional Education Collaboration (IPEC) survey).

Depending on the clinical setting, the following members of the interprofessional team may be available during clinical education experiences: physicians, surgeons, occupational therapists/COTAs, speech therapists, nurses, rehab/therapy technicians or aides, nutritionists, athletic trainers, or case managers. Narrative Example 1 for 6L3 (PT): Interprofessional education is a foundational component of the curriculum beginning in the first semester. Interprofessional education seminars are integrated throughout the curriculum during Semesters 1, 2, 3, 5, and 6. During the interprofessional education seminars, students will participate in case-based and experiential learning activities with rehabilitation science student peers, interprofessional academic and clinical faculty, and community members (DPT 720/760/761/860/861). Multiple healthcare disciplines including athletic training, occupational therapy, speech language pathology, and nursing interact to learn about professional roles and responsibilities, effective communication, collaboration and teamwork and the need for mutual respect of all practitioners on the healthcare team as outlined in the Interprofessional Education Collaborative (IPEC) Core Competencies for Interprofessional Collaborative Practice. During semesters 6 and 7, active learning experiences allow students to apply the IPEC competencies through activities such as peer-teaching occupational therapy students about ambulation and use of assistive devices and peer-teaching nursing students about transfer training in Integrated Clinical Experience and Education III and IV (DPT 860/DPT861) respectively.

Knowledge and skills necessary to succeed in interprofessional practice will be advanced during part-time ICE experiences (DPT 860/DPT 861) and full-time CE (DPT 900/DPT 940). During ICE and CE clinical educational experiences, students have the opportunity to apply knowledge of professional roles and responsibilities, mutual respect and trust, teamwork and collaboration, and communication in varied clinical settings. During CE, the DCE will be in close contact with both the student and CIs to ensure that interprofessional practice is available and implemented. Students are encouraged to utilize strategies that they learned during the IPE sessions and apply these strategies to practice. Depending on the clinical setting, students will work hand-in-hand with relevant healthcare providers during

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CE. Students will also participate in discussion board postings during CE related to their experiences of interprofessional practice. PT: 7A The physical therapist professional curriculum includes content and learning experiences in the

biological, physical, behavioral and movement sciences necessary for entry level practice. Topics covered include anatomy, physiology, genetics, exercise science, biomechanics, kinesiology, neuroscience, pathology, pharmacology, diagnostic imaging, histology, nutrition, and psychosocial aspects of health and disability.

Evidence of Progress Towards Compliance: Narrative: ● Describe where and how each of the topics delineated in the Element is included in the

professional curriculum. Do not include prerequisite courses. Appendices: See AFC Instructions & Forms

Discussion Questions PT 7A for both examples:

• Did the program adequately address the evidence list in the portion of the response provided? [Hint: did they: “Describe where and how each of the delineated biological and physical sciences content areas is included in the professional curriculum. Do not include prerequisite courses. “?]

• Is anything missing or that could be improved? Narrative Example 1: It is expected that the student admitted to the Program possesses a background in the biological and physical science necessary for the initial practice of physical therapy. Required pre-requisite foundational sciences (or their equivalent) consist of BIO 110, 111 (Principles of Biology); BIO 121, 221 (Human Anatomy and Physiology); CHM 120, 121 (General Chemistry); and PHY 221, 222 (General Physics). Each of these courses includes laboratory experiences as well. Other foundational sciences are strictly didactic in nature including MATH 163 (Statistics). Narrative Example 2: Biological, physical, behavioral, and movement science content provides the foundational knowledge for the students in the program. Content builds upon the required program admission prerequisites and prepares students for progression to the clinical components of the curriculum including clinical education.

In the first semester, students are enrolled in Functional Human Anatomy (DPT 700) with the expectation to achieve competency in foundational anatomical knowledge in a virtual cadaver lab supplemented with 3D applications, open-access cadaver images, multiple high-quality Somso brand models, hands-on surface anatomy and palpation, and peer teaching. The foundational anatomical knowledge is then applied throughout the curriculum in the clinical management classes including two Clinical Musculoskeletal Management courses (DPT 730/731), two Clinical Neurological Management courses (DPT 810/811), Cardiopulmonary Management (DPT 865), and Integumentary, Lymphatic, and Urogenital Conditions (DPT 870). The clinical management courses utilize a combination of team-based learning (TBL), case scenarios, and hands-on labs to deliver content so students may apply, analyze, and relate their anatomical knowledge clinically. In Human Growth, Development and Genetics (DPT 815), anatomical knowledge is applied to case scenarios designed to address changes in anatomical structure and function across the lifespan. An introduction to physiological principles begins in Biophysical Modalities (DPT 745) and Exercise Physiology Across the Lifespan (DPT 775) using TBL, case scenarios, and labs. Students are enrolled in

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Pathophysiology Across the Lifespan (DPT 830) during the second year of the curriculum and are expected to achieve competency in foundational human physiology content. Physiology content aims to provide foundational student knowledge in both normal and abnormal physiological states using lectures and a case-based model. During the sixth semester, students apply physiology content in Cardiopulmonary Management (DPT 865) using lecture, case scenarios, and labs.

During the second semester, students enroll in Biomechanics and Kinesiology (DPT 735) and are expected to meet competency in foundational knowledge in both biomechanical and kinesiological content and knowledge. Content is delivered using a combination of lecture, case-based learning and labs. Biomechanical and kinesiological content and concepts are then applied in the 2 Clinical Management of Musculoskeletal Management courses (DPT 730/731) and Assistive Technology, Prosthetics and Orthotics (DPT 875) to ensure student ability to apply and relate these principles clinically using TBL, case scenarios, and labs.

Exercise science content is introduced in Clinical Management of Musculoskeletal Conditions of Lumbopelvic Spine and Lower Extremity (DPT 730) using TBL, case scenarios, and labs. Content is further clinically applied in Clinical Management of Musculoskeletal Conditions of the Cervicothoracic Spine and Upper Extremity (DPT 731) and Cardiopulmonary Management (DPT 865) utilizing a combination of TBL, case scenarios, and hands-on labs to deliver exercise science content so students may apply, analyze, and relate exercise science principles clinically. Exercise science is also applied to health promotion and wellness in Health, Wellness and Nutrition (DPT 835) using case scenarios and hands-on labs.

Content related to neuroscience is delivered during the first semester in Neuroanatomy and Neurophysiology lecture and lab courses (DPT 710/DPT 711). Content is delivered using lecture, discussions, and labs with the expectation of achievement of competency in foundational neuroscience knowledge. In Clinical Management of Neurological Conditions I and II (DPT 81 /811) students apply, analyze, and relate knowledge of neuroscience to clinical conditions using TBL, case scenarios, and labs. Genetics content is delivered using TBL and case scenarios in Human Growth, Development and Genetics (DPT 815) with the expectation that students acquire entry-level knowledge in the area of genetics. Pharmacological principles are delivered using online modules, TBL, and case scenarios in Pharmacology in Rehabilitation (DPT 765) with the expectation that students acquire entry-level knowledge in the area of pharmacology. Attention is given to pharmacological concepts in Pathophysiology Across the Lifespan (DPT 830) and Cardiopulmonary Management (DPT 865) using TBL, case scenarios, and labs. Pathology content is threaded throughout the curriculum in the clinical management classes including two Clinical Musculoskeletal Management courses (DPT 730/731), two Clinical Neurological Management courses (DPT 810/811), Cardiopulmonary Management (DPT 865), and Integumentary, Lymphatic, and Urogenital Conditions (DPT 870). In all clinical management courses (DPT 730/DPT 731/DPT 810/DPT 811/DPT 865/DPT 870), students must develop competence in the pathological states in the associated body systems through TBL and case scenarios. Detailed pathophysiology across body systems including systemic interactions and differential diagnosis allows students to apply knowledge of pathology to clinical conditions in all body systems in Pathophysiology Across the Lifespan (DPT 830) using a case-based model. Histology content is delivered using lecture in Human Functional Anatomy (DPT 700) with the expectation that students acquire entry-level knowledge in the area of histology. Nutrition content is taught in Health, Wellness and Nutrition (DPT 835) using TBL and case scenarios with the expectation that students acquire basic PT knowledge in the area of nutrition and screening for nutritional concerns. Content related to diagnostic imaging is delivered via lecture, discussion boards, and case scenarios in Musculoskeletal Imaging I and II (DPT 740/741) with the expectation that students acquire entry-level knowledge in the ability to apply imaging concepts to clinical conditions. Imaging related to neurological conditions is delivered in Clinical Neurological Management II (DPT 811).

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Psychosocial aspects of health and disability content is introduced in Foundations of Physical Therapist Practice (DPT 720) using TBL and guided instruction including discussion. Contextual factors, such as psychosocial aspects of health and disability are embedded in discussions in Pathophysiology Across the Lifespan using complex case lectures (DPT 830). The ability to apply the content to clinical cases occurs using TBL, case scenarios, and experiential based activities in Psychosocial Issues in Clinical Practice (DPT 825).

PT: 7C The physical therapist professional curriculum includes content and learning experiences about

the cardiovascular, endocrine and metabolic, gastrointestinal, genital and reproductive, hematologic, hepatic and biliary, immune, integumentary, lymphatic, musculoskeletal, nervous, respiratory, and renal and urologic systems; system interactions; differential diagnosis; and the medical and surgical conditions across the lifespan commonly seen in physical therapy practice.

Evidence of Progress Towards Compliance: Narrative: ● Describe where and how each of the delineated clinical sciences content areas is included in the

professional curriculum. Appendices: See AFC Instructions & Forms

Discussion Questions PT 7C: • Did the program adequately address the evidence list in the portion of the response provided? • Is anything missing or that could be improved?

Narrative Example 1: Content and learning about the clinical application of anatomical and physiological concepts of all body systems, system interactions, differential diagnosis, and common medical and surgical systems are embedded in coursework throughout the curriculum using TBL, case scenarios, and hands-on labs. As stated in 7A, foundational knowledge in anatomy and physiology is attained in Functional Anatomy (DPT 700). The application of content knowledge of all body systems, system interactions, differential diagnosis, and medical and surgical conditions is emphasized in CE (DPT 800/900/940).

More specifically, the cardiovascular and respiratory systems are introduced in Functional Anatomy (DPT 700) with application of knowledge in Exercise Physiology Across the Lifespan (DPT 775), Pathophysiology Across the Lifespan (DPT 830) and Cardiopulmonary Management (DPT 865). The gastrointestinal system is introduced in Functional Human Anatomy (DPT 700) with application of knowledge in Pathophysiology Across the Lifespan (DPT 830) and Cardiopulmonary Management (DPT 865). The genital, renal, and urologic systems are introduced in Functional Anatomy (DPT 700) and knowledge is applied in Pathophysiology Across the Lifespan (DPT 830) and Integumentary, Lymphatic and Urogenital Conditions (DPT 870). The hepatic and biliary systems are introduced in Functional Human Anatomy (DPT 700) with application of knowledge in Pathophysiology Across the Lifespan (DPT 830). The integumentary system is introduced in Functional Human Anatomy (DPT 700) with application emphasized in Biophysical Modalities (DPT 745), Integumentary, Lymphatic and Urogenital Conditions (DPT 870), and Assistive Technology, Prosthetics and Orthotics (DPT 875). The lymphatic system is introduced in Functional Human Anatomy and knowledge is applied in Pathophysiology Across the Lifespan (DPT 830) and Integumentary, Lymphatic and Urogenital Conditions (DPT 870). The two Clinical Musculoskeletal Management courses (DPT 730/73 ) apply knowledge of musculoskeletal structure and function gained in Functional Human Anatomy (DPT 700) to patient management. ___________________________________________________________________________

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PTA: 7D Courses within the curriculum include content designed to prepare program students to:

Evidence of Progress towards Compliance: Narrative: ● For each of the following elements:

o Describe how and where the content is presented in the curriculum and provide example(s)/descriptions(s) of the learning experiences that are designed to meet the practice expectations (i.e., describe where and how the content is taught throughout the curriculum – not just for the sample objectives provided);

o Provide 3-5 examples of course objectives that show the highest expected level of performance; INCLUDE course prefix and number, course name, objective number and the full wording of the objective. Include objectives from clinical education courses, if applicable. If the expectation is a curricular theme, examples of course objectives from multiple courses are required, up to a maximum of 10 objectives; and

o Provide evidence that didactic introduction to content precedes all expectations for clinical performance.

o Starting with AFCs submitted after June 30, 2016: Responses to 7D23a-i and 7D24 a-n are to address each narrative bullet item for each intervention or test and measure identified. For example, response for 7D23c-Biophysical Agents is to address each narrative bullet for biofeedback, electrotherapeutic agents, compression therapies, cryotherapy, hydrotherapy, superficial and deep thermal agents, traction, and light therapies listed. If applicable, refer the reader to previous element rather than duplicating a response. In order to accommodate this additional information, the narrative response for these elements can be provided as an appendix and may be provided in a chart format so long as the chart is formatted in a manner that facilitates review.

● If the program plans to teach content beyond what is addressed in Elements 7D1-7D31, identify the content, where and how it is taught, and the highest expected performance level. If being taught to competency, identify how and where competency is tested.

NOTE: There is no expectation that the exact wording of these elements be included in course objectives; however, objectives need to address each element specifically. Broad course objectives are insufficient to demonstrate sufficient coverage of the content. Discussion Questions PTA 7D17:

● In these 2 examples, did the program adequately address the evidence list in the portion of the response provided?

Narrative Example 1: Communicating the PT’s plan of care to achieve short and long term goals and intended outcomes will be introduced in term 3 in PTA100, Introduction to Physical Therapy where students will be taught to differentiate the roles and responsibilities of the physical therapist and physical therapist assistant regarding the physical therapist’s plan of care through assigned readings and lecture on the APTA’s PT-PTA Team Toolkit, the relationship between the PT and the PTA, a class activity utilizing the APTA’s PTA Clinical Problem Solving Algorithm, case scenarios, and role playing activities. These learning activities will be utilized to ensure that students understand that the PT owns the plan of care and delegates responsibility related to its implementation to the PTA, and part of that responsibility must include an understanding of the elements of the plan of care. Students will be assessed in PTA100 via written exams. In PTA202, PTA Communication Skills, also in term 3, this element will be reinforced and expanded to include learning activities designed to teach students the components of the medical record, the PT initial evaluation and subsequent progress notes, including short and long term goals, and the discharge summary. Moreover, students will be taught the relationship between short and long term goals and the intended outcomes of the plan of care established by the PT. The concepts will be taught through lecture and assigned readings, and assessed through written examinations.

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In term 4, in PTA230, Neuroscience, students will apply their understanding of the plan of care, short and long-term goals and intended outcomes as they demonstrate competence in progressing a mock patient with a CVA through a treatment session utilizing interventions from the physical therapist’s plan of care. Students will be taught in PTA230, Neuroscience through assigned readings, case studies and lecture and assessed via practical exams. In PTA231, Rehabilitation techniques, also in term 4, this concept will again be reinforced as students will apply their understanding of communicating the plan of care to achieve short and long-term goals and intended outcomes as they demonstrate competence in designing a treatment session and treatment progression for a simulated patient in cardiac rehabilitation utilizing interventions from the physical therapist’s plan of care to meet intended patient outcomes, and in administering a simulated treatment session utilizing interventions from the physical therapist's plan of care for a patient with an amputation. Concepts related to both of these objectives will be introduced through reading assignments, lab activities, watching case-scenario videos, and lecture, and assessed via practical examinations.

Students will have the opportunity to integrate their understanding of this element during clinical education experiences as the ability to communicate the PT’s plan of care, including short and long term goals and intended outcomes, is a critical element required of physical therapist assistants in all PT settings. Students will be assessed on this element during clinical education experiences by their CI with the CPI. Narrative Example 2: In PTA 2625 Therapeutic Exercise I course (Spring Semester, Year 2), the students will be expected to communicate an understanding of the plan of care developed by the physical therapist to achieve short and long-term goals and intended outcomes. The specific course objective in PTA 2625 that addresses this criteria includes:

• Effectively communicate an understanding of the plan of care developed by the physical therapist to achieve short and long-term goals and intended outcomes (Objective

• #44). • Recognize progression and or regression in a patient's exercise regimen and report changes to

the supervising physical therapist, using a case study (Objective #41). • Select exercise(s) to progress or eliminate regression of the patient and review them with the

supervising physical therapist prior to initiation, using a case study (Objective #42). • Document results in SOAP and grid format(s), including the patient's subjective response to the

program (Objective #43). The content for PTA 2625 Therapeutic Exercise I course will be presented in lectures and laboratory settings, and the students will have the opportunity to practice their newly acquired skills and knowledge in written assignments, group projects, and oral presentations. Also, the students are expected to apply the knowledge related to this topic during the Clinical Practicum Courses (PTA 2629, PTA 2639, PTA 2649) as the need and situation arise. ________________________________________________________________________________

Documents

DPW Fall 2021 Worksheet