Education SummitEducation SummitFindings and Findings and

RecommendationsRecommendations

April 8-9, 2005April 8-9, 2005

New Orleans, LouisianaNew Orleans, Louisiana

Executive SummaryExecutive SummaryEducation Summit – Education Summit – Forecasting the FutureForecasting the Future

More than 30 Subject Matter Experts gathered in New Orleans, LA More than 30 Subject Matter Experts gathered in New Orleans, LA April 8-9, 2005 to study the current state of O&P education and to April 8-9, 2005 to study the current state of O&P education and to make recommendations for future direction. The conference was make recommendations for future direction. The conference was conducted as a collaborative effort of the National Commission on conducted as a collaborative effort of the National Commission on Orthotic and Prosthetic Education (NCOPE) and the American Orthotic and Prosthetic Education (NCOPE) and the American Academy of Orthotists and Prosthetists (The Academy). This Academy of Orthotists and Prosthetists (The Academy). This meeting was underwritten by an Academy grant provided by the meeting was underwritten by an Academy grant provided by the U.S. Department of Education.U.S. Department of Education.

It had been nearly 14 years since the last critical assessment of It had been nearly 14 years since the last critical assessment of O&P education. Numerous changes within the O&P profession O&P education. Numerous changes within the O&P profession have necessitated advancements to the quality and consistency of have necessitated advancements to the quality and consistency of O&P clinical education and training. The target population was O&P clinical education and training. The target population was future practitioners to meet the changing demands of O&P care future practitioners to meet the changing demands of O&P care through appropriate, quality entry level education. The panel of through appropriate, quality entry level education. The panel of experts, from the ranks of educators, researchers and experts, from the ranks of educators, researchers and practitioners, were gathered to clarify the issues involved in practitioners, were gathered to clarify the issues involved in moving the professional education of orthotists and prosthetists moving the professional education of orthotists and prosthetists from the current certificate and baccalaureate level to the from the current certificate and baccalaureate level to the master’s degree level.master’s degree level.

Executive SummaryExecutive SummaryEducation Summit – Education Summit – Forecasting the FutureForecasting the Future

(Continued)(Continued)

Consensus was reached regarding the current challenges facing Consensus was reached regarding the current challenges facing the profession and the recommended objectives necessary to the profession and the recommended objectives necessary to meet those challenges. A Master’s-level education was deemed meet those challenges. A Master’s-level education was deemed necessary for the delivery of quality patient care due to the necessary for the delivery of quality patient care due to the dynamic base of knowledge and emerging processes and dynamic base of knowledge and emerging processes and technologies. It was also evident that the state of O&P education technologies. It was also evident that the state of O&P education should be re-evaluated on a three-year cycle.should be re-evaluated on a three-year cycle.

From the O&P Education Summit findings a report of short- and From the O&P Education Summit findings a report of short- and long-term recommendations will be generated by NCOPE, the long-term recommendations will be generated by NCOPE, the Academy and other key stakeholders. NCOPE will assess and Academy and other key stakeholders. NCOPE will assess and create standards to help guide the O&P institutions to the create standards to help guide the O&P institutions to the successful development of a master’s-level education. Advancing successful development of a master’s-level education. Advancing the profession through increased education will ultimately be most the profession through increased education will ultimately be most beneficial to the O&P consumer and his or her quality of life. beneficial to the O&P consumer and his or her quality of life.

Table of Contents

Executive Summary (Slides 2-3)Executive Summary (Slides 2-3)

Table of Contents (Slides 4-5)Table of Contents (Slides 4-5)

Objectives and Resources for the Education Summit (slide 6)Objectives and Resources for the Education Summit (slide 6)

Assumptions for the Education Summit (slide 7)Assumptions for the Education Summit (slide 7)

Question #1: Is the O&P body of knowledge relevant for the future Question #1: Is the O&P body of knowledge relevant for the future practitioner or does it need to be redefined as we move into the practitioner or does it need to be redefined as we move into the future? (slides 8-13)future? (slides 8-13)

Question #2: Are the current core competencies relevant or do they Question #2: Are the current core competencies relevant or do they need re-evaluation or updating and expansion? (slides 14-24)need re-evaluation or updating and expansion? (slides 14-24)

Question #3: Educationally, where does the profession want to be in Question #3: Educationally, where does the profession want to be in 10 to 15 years? (slides 25-31)10 to 15 years? (slides 25-31)

Question #4: Why should the profession move towards a master’s Question #4: Why should the profession move towards a master’s degree as an entry-level education in the next decade? (Slides 32-degree as an entry-level education in the next decade? (Slides 32-40)40)

Table of Contents (Continued)Table of Contents (Continued)

Question #5: If the profession transitions to a master’s degree Question #5: If the profession transitions to a master’s degree through the next decade, how will it affect the following key through the next decade, how will it affect the following key issues (9 parts to this question)? (Slides 41-50)issues (9 parts to this question)? (Slides 41-50)

Question #6: Will the current programs be able to justify this Question #6: Will the current programs be able to justify this transition to their university administrations? (Slides 51-57)transition to their university administrations? (Slides 51-57)

Question #7: How can O&P’s move towards a Master’s level program Question #7: How can O&P’s move towards a Master’s level program be utilized to attract underrepresented populations and be utilized to attract underrepresented populations and practitioners to underserved areas? (Slide 58)practitioners to underserved areas? (Slide 58)

Implementation: Stakeholders and Resources (Slides 59-60)Implementation: Stakeholders and Resources (Slides 59-60)

Next Steps (Slides 61-63)Next Steps (Slides 61-63)Post-Seminar Reporting MechanicsPost-Seminar Reporting MechanicsDisseminationDisseminationLeveraging OpportunitiesLeveraging Opportunities

A Look at the Future – 5-10 Years Out (Slides 64-69)A Look at the Future – 5-10 Years Out (Slides 64-69)

Appendix I: Redefining O&P (Slides 70-72)Appendix I: Redefining O&P (Slides 70-72)

Objectives and Resources for the Education Objectives and Resources for the Education SummitSummit

Objective: To clarify the issues involved in moving the Objective: To clarify the issues involved in moving the professional education of orthotists and prosthetists from professional education of orthotists and prosthetists from the current certificate and baccalaureate level to the the current certificate and baccalaureate level to the master’s degree level.master’s degree level.

Resources: The NCOPE Website (Resources: The NCOPE Website (www.ncope.orgwww.ncope.org) contains ) contains a secure section dedicated to the Education Summit. It a secure section dedicated to the Education Summit. It contains a complete list of definitions, body of knowledge contains a complete list of definitions, body of knowledge materials, and seminal reports and white papers relating to materials, and seminal reports and white papers relating to the O&P profession.the O&P profession.

Assumptions for the Education SummitAssumptions for the Education Summit

1.1. The profession, as a whole, takes the responsibility of The profession, as a whole, takes the responsibility of expanding/advancing the level of basic education, for entry into the expanding/advancing the level of basic education, for entry into the professional ranks, to the masters degree. It is expected that this move professional ranks, to the masters degree. It is expected that this move will benefit the profession and the clients who receive services;will benefit the profession and the clients who receive services;

2.2. The current O&P education programs have the ability to and desire to The current O&P education programs have the ability to and desire to transition to a masters curriculum;transition to a masters curriculum;

3.3. The body of knowledge and scope of practice upon which professional The body of knowledge and scope of practice upon which professional practice is based has changed and expanded in the last fifteen years;practice is based has changed and expanded in the last fifteen years;

4.4. The core competencies that support professional practice are in need of The core competencies that support professional practice are in need of up dating;up dating;

5.5. The masters degree, as the entry level requirement has the possibilities The masters degree, as the entry level requirement has the possibilities of attracting more students; keeping the profession on a level playing of attracting more students; keeping the profession on a level playing field with its fellow allied health professions; and increase the numbers field with its fellow allied health professions; and increase the numbers of qualified practitioners, academicians and researchers;of qualified practitioners, academicians and researchers;

6.6. The residency program will need to be revamped if it is to become a The residency program will need to be revamped if it is to become a formal part of the overall masters degree program.formal part of the overall masters degree program.

Question #1: Is the O&P body of knowledge Question #1: Is the O&P body of knowledge relevant for future practitioner or does it need to relevant for future practitioner or does it need to

be redefined as we move into the future?be redefined as we move into the future?a.a. Has the body of knowledge changed in the past ten Has the body of knowledge changed in the past ten

years? If yes, how?years? If yes, how?

b.b. Has clinical practice changed in the last ten years? If Has clinical practice changed in the last ten years? If yes, has the body of knowledge kept pace with this yes, has the body of knowledge kept pace with this change?change?

c.c. Will a growing body of knowledge expand our scope of Will a growing body of knowledge expand our scope of practice and move us to consider a new educational practice and move us to consider a new educational model based on a master’s degree?model based on a master’s degree?

d.d. Given increasing globalization, do we need to be Given increasing globalization, do we need to be consistent with other countries? consistent with other countries?

e.e. Does ISPO’s Category I standard identify competencies Does ISPO’s Category I standard identify competencies and materials that should be parts of O&P’s body of and materials that should be parts of O&P’s body of knowledge?knowledge?

1a. Has the body of knowledge changed in the 1a. Has the body of knowledge changed in the past ten years? If so, how?past ten years? If so, how?

1.1. The revised definition for the Body of Knowledge (BoK) The revised definition for the Body of Knowledge (BoK) is: The basis for O and P practice, research and is: The basis for O and P practice, research and education. The BoK defines our practice, research and education. The BoK defines our practice, research and education activitieseducation activities

2.2. Yes, the Body of Knowledge has changed in the areas of:Yes, the Body of Knowledge has changed in the areas of: Technology, Technology, reimbursement, reimbursement, techniques, techniques, practice settings, practice settings, documentation (medical/legal), documentation (medical/legal), patient demographics, patient demographics, access to literature, access to literature, research (change in the culture related to research ie. research (change in the culture related to research ie.

education and residency), education and residency), evolution of education to a clinical model from a technical evolution of education to a clinical model from a technical

model.model.

1b. Has clinical practice changed in the past 1b. Has clinical practice changed in the past ten years? If yes, has the body of knowledge ten years? If yes, has the body of knowledge

kept pace with this change?kept pace with this change?

1. Yes, in the areas of:1. Yes, in the areas of: technology, technology, clinical procedures and new patient management clinical procedures and new patient management

techniques, techniques, professionalism (facility accreditation, professionalism (facility accreditation,

interprofessional relations), and government interprofessional relations), and government regulation, and reimbursementregulation, and reimbursement

2. No, body of knowledge will always be and should always 2. No, body of knowledge will always be and should always be ahead of the clinical practice in order to drive change be ahead of the clinical practice in order to drive change and knowledge. The key is recognition of the changes and and knowledge. The key is recognition of the changes and this demands a mechanism of ongoing evaluation of the this demands a mechanism of ongoing evaluation of the body of knowledge (integration of the changes into body of knowledge (integration of the changes into education and practice).education and practice).

1c. Will a growing body of knowledge expand our 1c. Will a growing body of knowledge expand our scope of practice and move us to consider a new scope of practice and move us to consider a new educational model based on a master’s degree?educational model based on a master’s degree?

YES. Masters level students will bring forth:YES. Masters level students will bring forth:

• an expansion of scope of practice with improved researchan expansion of scope of practice with improved research• increased analytical and technical research skillsincreased analytical and technical research skills• improved methods improved methods (note to this group, what was meant by (note to this group, what was meant by

“improved methods” – please clarify),“improved methods” – please clarify), practices and practices and publishing. publishing.

1d. Given increasing globalization, do we need 1d. Given increasing globalization, do we need to be consistent with other countries?to be consistent with other countries?

1.1. Core consistency would be useful for collaboration between Core consistency would be useful for collaboration between educational programs across the globeeducational programs across the globe

2.2. This could facilitate practicing in other countries, which has This could facilitate practicing in other countries, which has not been fostered by other health professionsnot been fostered by other health professions

3.3. The European Community has agreed that ISPO Category I The European Community has agreed that ISPO Category I is the minimum standard for practitioner education, and is the minimum standard for practitioner education, and will be phased in over time in all EU countrieswill be phased in over time in all EU countries

4.4. Current schools in low income countries are working Current schools in low income countries are working actively toward Category I entry level educationactively toward Category I entry level education

5.5. These developments will increase pressure on the USA to These developments will increase pressure on the USA to conform to this de facto international standard in the futureconform to this de facto international standard in the future

6.6. US standards may exceed the Category I requirements but US standards may exceed the Category I requirements but should still be consistent with those guidelines overallshould still be consistent with those guidelines overall

7.7. This could increase the credibility of the US practitioner in This could increase the credibility of the US practitioner in the rest of the world by demonstrating a consistent the rest of the world by demonstrating a consistent standard and not a “crazy quilt” of entry optionsstandard and not a “crazy quilt” of entry options

1e. Does ISPO’s Category I standard 1e. Does ISPO’s Category I standard identifycompetencies and materials that should be identifycompetencies and materials that should be

parts of O&P’s body of knowledge?parts of O&P’s body of knowledge?

1.1. Yes, they seem to parallel the current NCOPE standards.Yes, they seem to parallel the current NCOPE standards.

2.2. They could be formally incorporated into our structured They could be formally incorporated into our structured residency requirements, which would enhance the residency requirements, which would enhance the consistency of preparation of students and increase consistency of preparation of students and increase credibility in the eyes of the world and among allied health credibility in the eyes of the world and among allied health peers.peers.

3.3. Formal ISPO recognition will be increasingly important in the Formal ISPO recognition will be increasingly important in the future.future.

4.4. ISPO encourages education in both O&P but recognizes ISPO encourages education in both O&P but recognizes education in only one discipline (see question 5a.).education in only one discipline (see question 5a.).

5.5. The Category I practitioner incorporates research into patient The Category I practitioner incorporates research into patient care and participates in clinical researchcare and participates in clinical research

Question #2: Are the current core competencies Question #2: Are the current core competencies (taught in O&P programs and residency) relevant or (taught in O&P programs and residency) relevant or

do they need re-evaluation or updating and do they need re-evaluation or updating and expansion? expansion?

a.a. Are there developing events, trends, or futures that will elevate demand Are there developing events, trends, or futures that will elevate demand for O&P and/or change the nature of our body of knowledge?for O&P and/or change the nature of our body of knowledge?

b.b. If our core-competencies are not adequate for the upcoming decade does If our core-competencies are not adequate for the upcoming decade does this demonstrate the need for a new educational model (master degree) or this demonstrate the need for a new educational model (master degree) or just re-evaluation of the current core competencies?just re-evaluation of the current core competencies?

c.c. Will changing the educational system to better deliver the core-Will changing the educational system to better deliver the core-competencies produce a better care-giver and researcher in the future?competencies produce a better care-giver and researcher in the future?

d.d. If our core-competencies are inadequate to meet the needs of the future If our core-competencies are inadequate to meet the needs of the future what will we have to add in order to make them relevant to the future what will we have to add in order to make them relevant to the future practice of O&P?practice of O&P?

e.e. How do the levels of O&P care (practitioner, technician, assistant, fitters) How do the levels of O&P care (practitioner, technician, assistant, fitters) fit into the current scheme of core competencies and are the core-fit into the current scheme of core competencies and are the core-competencies specific to each level?competencies specific to each level?

f.f. Is the practitioner level of competencies an accumulation of all levels?Is the practitioner level of competencies an accumulation of all levels?g.g. How will we determine core-competencies for the future (practice analysis, How will we determine core-competencies for the future (practice analysis,

Nielsen study, experts)?Nielsen study, experts)?h.h. Is the ISPO Category I standard high enough?Is the ISPO Category I standard high enough?i.i. Would that curriculum, etc., work for our healthcare delivery system and Would that curriculum, etc., work for our healthcare delivery system and

schools?schools?

2a. Are there developing events, trends, or futures 2a. Are there developing events, trends, or futures that will elevate demand for O&P and/or change the that will elevate demand for O&P and/or change the

nature of our body of knowledge?nature of our body of knowledge?

Yes, future events will elevate demand for O&P and changeYes, future events will elevate demand for O&P and change

the nature of our body of knowledge if the profession makes the nature of our body of knowledge if the profession makes

the right decisions and choices.the right decisions and choices.

See the attached Core Competencies graphic on the next See the attached Core Competencies graphic on the next

slide, which portrays the contributions of Entry-level (plusslide, which portrays the contributions of Entry-level (plus

clinical) and Residency to the skill sets of the O&P clinical) and Residency to the skill sets of the O&P

professional and his/her body of knowledge. professional and his/her body of knowledge.

Core CompetenciesCore Competencies

CognitiveCognitive Behavioral/AffectiveBehavioral/Affective Traditional Hand Skills Traditional Hand Skills (Psychomotor)(Psychomotor)

Technology Technology SkillsSkills(Cognitive)(Cognitive)

Entry LevelEntry Level(+ Clinical (+ Clinical Hours)Hours)

-Needs to and -Needs to and continues to be continues to be updatedupdated

-Increase focus on -Increase focus on patient care (not patient care (not product focus)product focus)

-Distinguish science -Distinguish science vs. cliniical sciencevs. cliniical science

-Appropriate -Appropriate treatment plan (health treatment plan (health economics)economics)

-Integrated into entry level -Integrated into entry level ed. (internship)ed. (internship)

-Focus on consumer needs-Focus on consumer needs

-Enhance curriculum in area -Enhance curriculum in area (including the rehabilitation (including the rehabilitation team)team)

There are two levels of “hand There are two levels of “hand skills”skills”1. Technical (as applies to lab) 1. Technical (as applies to lab) and and 2. Patient care i.e., physical 2. Patient care i.e., physical examinationexamination

-Ties together -Ties together lecture/demonstration through lecture/demonstration through lab.lab.-Should be basic minimum but -Should be basic minimum but differentiation between differentiation between programs.programs.-We are still defined (unique) by -We are still defined (unique) by our hand skills.our hand skills.-Technology won’t always be an -Technology won’t always be an option in every case.option in every case.

-Constant re--Constant re-evaluation and evaluation and updating updating required.required.

-Key to the -Key to the future; will future; will draw people to draw people to the the profession.profession.

ResidencyResidency(1 year per (1 year per discipline – discipline – O and P)O and P)

-Current standards are -Current standards are appropriate.appropriate.

-Practical application-Practical application

-Assessment of -Assessment of acquisition of skills acquisition of skills needs updating.needs updating.

-Constant impact on -Constant impact on behavioral/affective skills behavioral/affective skills (patient care)(patient care)-Evaluation process needs -Evaluation process needs updating.updating.-Interaction with better -Interaction with better educated consumers educated consumers requires different and requires different and higher-level skillshigher-level skills

Residency is where theory hits Residency is where theory hits the road.the road.

-Expand assessment processes.-Expand assessment processes.-Focus on people, not just -Focus on people, not just materialsmaterials

-Application -Application during during individual individual patient carepatient care

-How, when, -How, when, and why?and why?

2b. If our core competencies are not adequate 2b. If our core competencies are not adequate for the upcoming decade, does this for the upcoming decade, does this

demonstrate the need for a new educational demonstrate the need for a new educational model (masters degree) or just re-evaluation model (masters degree) or just re-evaluation

of the current core competencies?of the current core competencies?

The masters-level degree plus residency is needed to deliver The masters-level degree plus residency is needed to deliver

the core competencies required for the practice of O&P.the core competencies required for the practice of O&P.

See the Core Competencies graphic to demonstrate this point.See the Core Competencies graphic to demonstrate this point.

2c. Will changing the educational system to 2c. Will changing the educational system to better deliver the core competencies produce a better deliver the core competencies produce a better care-giver and researcher in the future?better care-giver and researcher in the future?

Yes, the quality of care and research will improve.Yes, the quality of care and research will improve.

See the Core Competencies graphic to reinforce this point.See the Core Competencies graphic to reinforce this point.

2d. If our core competencies are inadequate to meet 2d. If our core competencies are inadequate to meet the needs of the future what will we have to add in the needs of the future what will we have to add in

order to make them relevant to the future practice of order to make them relevant to the future practice of O&P?O&P?

The Core Competencies graphic suggests the sort of fully-The Core Competencies graphic suggests the sort of fully-developed masters-level plus residency combination needed developed masters-level plus residency combination needed to deliver the core competencies necessary for the future to deliver the core competencies necessary for the future practitioner.practitioner.

2e. How does the levels of O&P care (practitioner, 2e. How does the levels of O&P care (practitioner, technician, assistant, fitters) fit into the current technician, assistant, fitters) fit into the current scheme of core competencies and are the core scheme of core competencies and are the core

competencies specific to each level?competencies specific to each level?

The current scheme is based on the practitioner level. We The current scheme is based on the practitioner level. We are concerned that core competencies for each level are are concerned that core competencies for each level are not adequately defined and should be for fitter, technician not adequately defined and should be for fitter, technician and assistant. We agree with the possible expansion of and assistant. We agree with the possible expansion of practitioner core competencies. practitioner core competencies.

2f. Is the practitioner level of competencies an 2f. Is the practitioner level of competencies an accumulation of all levels?accumulation of all levels?

Yes, definitely.Yes, definitely.

2g. How will we determine core competencies 2g. How will we determine core competencies for the future (practice analysis, Nielsen study, for the future (practice analysis, Nielsen study,

experts)?experts)?

The following combination of techniques will be needed:The following combination of techniques will be needed:

Current and future practice analysisCurrent and future practice analysis Experts and funded studiesExperts and funded studies Skill assessment studies specific to each levelSkill assessment studies specific to each level Use outcomes of these studies to improve educational Use outcomes of these studies to improve educational

outcomesoutcomes

2h. Is the ISPO Category I standard high 2h. Is the ISPO Category I standard high enough?enough?

The “Professional Profile for Category I” standard is high The “Professional Profile for Category I” standard is high enough.enough.

2i. Would that curriculum, etc., work for our 2i. Would that curriculum, etc., work for our healthcare delivery system and schools?healthcare delivery system and schools?

Yes, though it will be difficult to attain this in a four-year Yes, though it will be difficult to attain this in a four-year or master’s degree program without the component of or master’s degree program without the component of the residency program which is an integral part of this the residency program which is an integral part of this and would have to be restructured.and would have to be restructured.

Question #3: Educationally, where does the Question #3: Educationally, where does the profession want to be in ten to 15 years?profession want to be in ten to 15 years?

a.a. Should we transition to a higher-level degree?Should we transition to a higher-level degree?b.b. If we move to a higher-level degree can we link this with our If we move to a higher-level degree can we link this with our

residency program?residency program?c.c. How do governmental issues, such as licensure and How do governmental issues, such as licensure and

competitive bidding affect the restructuring of education?competitive bidding affect the restructuring of education?d.d. In light of the recent development of external pressures on In light of the recent development of external pressures on

O&P (NRM, PT effects to eliminate us, competitive bidding, O&P (NRM, PT effects to eliminate us, competitive bidding, licensure, impacts of technology), is it imperative that we licensure, impacts of technology), is it imperative that we move to the higher level to maintain our place in the health move to the higher level to maintain our place in the health care world?care world?

e.e. What role could technology play in basic education and What role could technology play in basic education and training, continuing education, refreshment of skills, training, continuing education, refreshment of skills, collaboration in practice, and sharing of best practices?collaboration in practice, and sharing of best practices?

f.f. How and would reimbursement be affected?How and would reimbursement be affected?

3a. Should we transition to a higher-level 3a. Should we transition to a higher-level degree?degree?

YES! (…as long as the body of knowledge drives this)YES! (…as long as the body of knowledge drives this)- This is much more likely to succeed with a combined O&P This is much more likely to succeed with a combined O&P

curriculumcurriculum

Further discussion is required to decide whether masters level Further discussion is required to decide whether masters level

is the is the onlyonly pathway for entry level at some point in the future pathway for entry level at some point in the future

(This point is discussed later in the findings).(This point is discussed later in the findings).

3b. If we move to a higher-level degree can we link 3b. If we move to a higher-level degree can we link this with our residency program?this with our residency program?

Residency could be an integral part of the masters program.Residency could be an integral part of the masters program.

Residency must be structuredResidency must be structured- Proper sequencingProper sequencing- Periodic assessmentPeriodic assessment- Outcomes of residency should be measured (in-training Outcomes of residency should be measured (in-training

exam?)exam?)- Better academic support and mentoring of residency sites Better academic support and mentoring of residency sites

(residents and directors) as well as sharing of best practices(residents and directors) as well as sharing of best practices- Encourage affiliation with academic teaching hospitals/ Encourage affiliation with academic teaching hospitals/

universities universities

3c. How do governmental issues, such as licensure 3c. How do governmental issues, such as licensure and competitive bidding, affect the restructuring of and competitive bidding, affect the restructuring of

education?education?

- Government issues impact the education process, but they Government issues impact the education process, but they should not drive the process.should not drive the process.

- We need to think through the impact of education on We need to think through the impact of education on governmental issues - how will the changes of future entry-governmental issues - how will the changes of future entry-level education impact governmental issues, i.e, licensure, level education impact governmental issues, i.e, licensure, competitive biddingcompetitive bidding

- Licensure sets the legal “bare minimums”. Some programs Licensure sets the legal “bare minimums”. Some programs will aspire to higher standards of achievement. This will will aspire to higher standards of achievement. This will entire choice and variety into the programs available to entire choice and variety into the programs available to students.students.

3d. In light of the recent development of external 3d. In light of the recent development of external pressures on O&P (NRM, PT efforts to compete with pressures on O&P (NRM, PT efforts to compete with

us, competitive bidding, licensure, impacts of us, competitive bidding, licensure, impacts of technology), is it imperative that we move to the technology), is it imperative that we move to the

higher level to maintain our place in the healthcare higher level to maintain our place in the healthcare world?world?

1.1. Yes and enhance and change our place in the healthcare world.Yes and enhance and change our place in the healthcare world.

2.2. Licensure and degree are highly recognized publicly.Licensure and degree are highly recognized publicly.

3.3. Residency is the key factor for future and what is unique about O&P Residency is the key factor for future and what is unique about O&P (i.e., tie to licensure as requirement)(i.e., tie to licensure as requirement)

4.4. Yes, it is important to move ahead to master’s Yes, it is important to move ahead to master’s

5.5. In future – minimum master’s with door open to move even higherIn future – minimum master’s with door open to move even higher

6.6. Define O&P – for O&P in the future - ok to be self-servingDefine O&P – for O&P in the future - ok to be self-serving

7.7. Vision needs to step up and how we are perceived by others (currently Vision needs to step up and how we are perceived by others (currently today – we simply are seen as suppliers – need to move to the next today – we simply are seen as suppliers – need to move to the next level, being known as provider)level, being known as provider)

3e. What role would technology play in basic 3e. What role would technology play in basic education and training, continuing education, education and training, continuing education,

refreshment of skills, collaboration in practice, and refreshment of skills, collaboration in practice, and sharing of best practices?sharing of best practices?

1. Yes, it has impacted O&P and will continue to do so.

2. Distance education and collaborative learning require technology.

3. The issue of having enough people to teach appropriate areas is vexing. Distance education can assist by sharing access to key experts. (Most people join a practice profession to be clinicians, not educators)

4. O&P should embrace technology

5. This will change the delivery of care model (practice issue).

6. Patient management is still the centerpiece of care (practice issue).

3f. How and would reimbursement be affected?3f. How and would reimbursement be affected?

1.1. Issue of supplier (L-codes) vs. service (CPT-codes) – a Issue of supplier (L-codes) vs. service (CPT-codes) – a status change (greater level of responsibilities for the status change (greater level of responsibilities for the practitioner).practitioner).

2.2. Current system of reimbursement may not last – is Current system of reimbursement may not last – is already experiencing changes.already experiencing changes.

3.3. Expanded scope of practice will require a new Expanded scope of practice will require a new reimbursement system.reimbursement system.

4.4. O&P has a role in helping change the “landscape” of O&P has a role in helping change the “landscape” of reimbursement (hard to present however, a unified voice reimbursement (hard to present however, a unified voice is needed).is needed).

5.5. Transition/blur now and into future with custom made and Transition/blur now and into future with custom made and off-the-shelf devices.off-the-shelf devices.

6.6. The level of industry payment (salary) of technicians is a The level of industry payment (salary) of technicians is a concern.concern.

Question #4: Why should the profession move Question #4: Why should the profession move towards a master’s degree as an entry-level towards a master’s degree as an entry-level

education in the next decade?education in the next decade?

a.a. What evidence supports this transition?What evidence supports this transition?b.b. Will this transition produce more teachers, researchers and Will this transition produce more teachers, researchers and

better clinicians?better clinicians?c.c. Will this transition help us compete with external pressures Will this transition help us compete with external pressures

such as PT infringement, government relations, and lack of such as PT infringement, government relations, and lack of reimbursement?reimbursement?

d.d. How does a master’s-level degree impact our clinical training How does a master’s-level degree impact our clinical training program?program?

e.e. Are there any negatives associated with this type of Are there any negatives associated with this type of transition?transition?

f.f. Is there an international system of accreditation for Is there an international system of accreditation for education?education?

g.g. Is there an international system for certification? Do they mix Is there an international system for certification? Do they mix the concepts of certification/criteria with education?the concepts of certification/criteria with education?

4a. What evidence (factors) supports this 4a. What evidence (factors) supports this transition?transition?

1.1. The market (supported within the profession by Davis The market (supported within the profession by Davis and Edwards studies)and Edwards studies)

2.2. Expanded body of knowledge/technical advancesExpanded body of knowledge/technical advances3.3. Need for evidence-based medicine (research) Need for evidence-based medicine (research) 4.4. Current curricula are poised for an upgrade to Current curricula are poised for an upgrade to

Master’s, with addition of research skills, advanced Master’s, with addition of research skills, advanced science, patient management, other related coursesscience, patient management, other related courses

5.5. Direction of other health professionsDirection of other health professions6.6. External pressuresExternal pressures

Perception of lack of education (related to NRM)Perception of lack of education (related to NRM) Consumer expectations, demands and Consumer expectations, demands and

accountabilityaccountability

4b. Will this transition produce more teachers, 4b. Will this transition produce more teachers, researchers, and better clinicians?researchers, and better clinicians?

1.1. Increased applications from those that might have applied to Increased applications from those that might have applied to Masters PT/OT programs. Also, attract applicants that may not Masters PT/OT programs. Also, attract applicants that may not have considered the profession in the past.have considered the profession in the past.

2.2. Yes, better trained clinicians will ultimately increase teaching Yes, better trained clinicians will ultimately increase teaching and research capacity.and research capacity.

3.3. We may not produce more clinicians, but they will be deliver a We may not produce more clinicians, but they will be deliver a higher quality service. higher quality service.

4.4. It may be ideal to have requirements that facilitate both It may be ideal to have requirements that facilitate both practice and academic masters.practice and academic masters.

4c. Will this transition help us to compete with 4c. Will this transition help us to compete with external pressures such as PT infringement, external pressures such as PT infringement,

government relations and lack of reimbursement?government relations and lack of reimbursement?

1.1. We may retain and expand our scope of practice.We may retain and expand our scope of practice.

2.2. We will become a more credible member of the health We will become a more credible member of the health care team.care team.

3.3. Evidence-based outcomes are necessary to improve Evidence-based outcomes are necessary to improve government relations and enhance reimbursement.government relations and enhance reimbursement.

4d. How does a master’s-level degree impact our 4d. How does a master’s-level degree impact our clinical training program?clinical training program?

(Basic assumption: includes P & O education (Basic assumption: includes P & O education and residency)and residency)

1. Standardization of minimum entry-level requirements1. Standardization of minimum entry-level requirements

2. Combined P & O education2. Combined P & O education

3. Offers choice: variety in educational models at the 3. Offers choice: variety in educational models at the master’s levelmaster’s level

4. Opportunity for specialization4. Opportunity for specialization

5. Brings increased research-based activity to profession at 5. Brings increased research-based activity to profession at practitioner level and educational levelpractitioner level and educational level

6. Increase clinical skills education 6. Increase clinical skills education

4d. How does a master’s-level degree impact our 4d. How does a master’s-level degree impact our clinical training program?clinical training program?

(Continued)(Continued)

7. Clinical experiences: integrated with program, at end of educational program, 7. Clinical experiences: integrated with program, at end of educational program, and/or and/or mixture of the two modelsmixture of the two models

8. Opportunity to create coordination between education 8. Opportunity to create coordination between education program and program and residency sites with NCOPE oversightresidency sites with NCOPE oversight

9. 9. Enhancement of skillsEnhancement of skills

10. Opportunity for specialization10. Opportunity for specialization

11. Research11. Research

4e. Are there any negatives associated with this 4e. Are there any negatives associated with this type of transition?type of transition?

Difficulty of implementation: funding, coordination of Difficulty of implementation: funding, coordination of residency if it is the responsibility of the school, increased residency if it is the responsibility of the school, increased length of education, faculty development for advanced length of education, faculty development for advanced degreesdegrees

Unclear identity of standards to the publicUnclear identity of standards to the public

Pressure from existing practitioners who do not have that Pressure from existing practitioners who do not have that level of traininglevel of training

Manpower issues with increasing length of curriculumManpower issues with increasing length of curriculum

4f. Is there an international system of accreditation 4f. Is there an international system of accreditation for education?for education?

ISPO is an international recognition of the process to be a ISPO is an international recognition of the process to be a Category I & II practitioner, currentlyCategory I & II practitioner, currently

Accreditation of the process began in 2004Accreditation of the process began in 2004 Reviewed voluntarily on a 5-year termReviewed voluntarily on a 5-year term

4g. Is there an international system for 4g. Is there an international system for certification? Do they mix the concepts of certification? Do they mix the concepts of

certification/criteria with education?certification/criteria with education?

There is no international system.There is no international system.

No reciprocity at this time.No reciprocity at this time.

Question #5: If the profession transitions to a Question #5: If the profession transitions to a master’s degree through the next decade:master’s degree through the next decade:

a.a. Should O&P be combined into one discipline for master’s-level training – Should O&P be combined into one discipline for master’s-level training – thereby expanding the body of knowledge and producing clinicians who thereby expanding the body of knowledge and producing clinicians who can practice both?can practice both?

b.b. Should O&P expand each discipline for master’s-level training and grow Should O&P expand each discipline for master’s-level training and grow each, thereby producing highly trained specialists for each?each, thereby producing highly trained specialists for each?

c.c. How should it be designed – technical/professional, research or How should it be designed – technical/professional, research or combination of the two? combination of the two?

d.d. How will this affect the residency program since we recognize that How will this affect the residency program since we recognize that clinical training is necessary, and is it possible to make the residency part clinical training is necessary, and is it possible to make the residency part of the master’s degree?of the master’s degree?

e.e. Has any other healthcare profession transitioned to a master’s degree Has any other healthcare profession transitioned to a master’s degree and are there models that we can evaluate?and are there models that we can evaluate?

f.f. Will the master’s-level design require a combining of orthotic and Will the master’s-level design require a combining of orthotic and prosthetics?prosthetics?

g.g. Will this affect the manpower shortage?Will this affect the manpower shortage?h.h. What faculty would be available to teach at this level?What faculty would be available to teach at this level?i.i. Does the transitioning of the practitioner program to an entry level Does the transitioning of the practitioner program to an entry level

master’s degree affect the education of our technicians, assistants or master’s degree affect the education of our technicians, assistants or fitters?fitters?

j.j. Will this program be attractive to potential students?Will this program be attractive to potential students?

5a. Should O&P be combined into one discipline 5a. Should O&P be combined into one discipline for master’s-level training – thereby for master’s-level training – thereby

expanding the body of knowledge and expanding the body of knowledge and producing clinicians who can practice both?producing clinicians who can practice both?

YES, Practitioner needs O and P to be both integrated at YES, Practitioner needs O and P to be both integrated at the masters level.the masters level.

Core education of both then specializationCore education of both then specialization BusinessBusiness TeachingTeaching ResearchResearch ClinicalClinical

Permit various structures to achieve a mastersPermit various structures to achieve a masters Should develop outcomes measurementsShould develop outcomes measurements Foster specializationFoster specialization

5b. Should O&P expand each discipline for 5b. Should O&P expand each discipline for master’s-level training and grow each, thereby master’s-level training and grow each, thereby producing highly trained specialists for each?producing highly trained specialists for each?

No, best if the master’s student is trained in both.No, best if the master’s student is trained in both.

Specialization is encouraged after core education.Specialization is encouraged after core education.

5c. How should it be designed – 5c. How should it be designed – technical/professional, research or combination of technical/professional, research or combination of

the two?the two?

Clinical P&O core + specializationClinical P&O core + specialization

TechnicalTechnical

BusinessBusiness

TeachingTeaching

ResearchResearch

Advanced ClinicalAdvanced Clinical

5d. How will this affect the residency program 5d. How will this affect the residency program since we recognize that clinical training is since we recognize that clinical training is necessary, and is it possible to make the necessary, and is it possible to make the residency part of the master’s degree?residency part of the master’s degree?

With specialization, academic residencies are even more With specialization, academic residencies are even more

important.important.

It is possible to integrate the residency program into a It is possible to integrate the residency program into a masters degree.masters degree.

Investigate advantages and disadvantages of different Investigate advantages and disadvantages of different

models.models.

5e. Has any other healthcare profession 5e. Has any other healthcare profession transitioned to a master’s degree and are there transitioned to a master’s degree and are there

models that we can evaluate?models that we can evaluate?

Nurse PractitionersNurse Practitioners

Physicians Assistant (PA)Physicians Assistant (PA)

Physical Therapy (has actually gone beyond Physical Therapy (has actually gone beyond master’s to master’s to DPT)DPT)

Occupational Therapy (OT)Occupational Therapy (OT)

5f. Are we sure there is a manpower shortage? 5f. Are we sure there is a manpower shortage?

1.1. The Nielsen study suggested a manpower shortage, but it looked at the The Nielsen study suggested a manpower shortage, but it looked at the ABC credential only. A more comprehensive study is needed covering both ABC credential only. A more comprehensive study is needed covering both ABC and BOC credentiled practitioners.ABC and BOC credentiled practitioners.

2.2. Government issues like licensure and competitive bidding will also affect Government issues like licensure and competitive bidding will also affect the manpower shortage. the manpower shortage.

3.3. Will there be other career pathways available other than the master’s Will there be other career pathways available other than the master’s degree? (O&P has always embraced the career ladder concept for fitter, degree? (O&P has always embraced the career ladder concept for fitter, technician, assistant, who could conceivably move up the ladder and technician, assistant, who could conceivably move up the ladder and become practitioners. In reality, relatively few professionals have actually become practitioners. In reality, relatively few professionals have actually followed such routes.)followed such routes.)

4.4. Another key question: What are the career pathway options for Another key question: What are the career pathway options for practitioner-level O&P professionals – practicing O&P, business owner, practitioner-level O&P professionals – practicing O&P, business owner, working for suppliers/vendors, government/professional societies?working for suppliers/vendors, government/professional societies?

5.5. PR/Marketing will affect the attraction of people to the profession. A PR/Marketing will affect the attraction of people to the profession. A master’s degree requirement may attract even more people, including master’s degree requirement may attract even more people, including people who are would not have considered.people who are would not have considered.

5g. What faculty would be available to teach at this 5g. What faculty would be available to teach at this level?level?

1.1. The current faculty would be available—however, the university The current faculty would be available—however, the university will likely require that the faculty have the equivalent or higher will likely require that the faculty have the equivalent or higher degree than the program is offering. (Reference PORSTI report)degree than the program is offering. (Reference PORSTI report)

2.2. Adjunct faculty would be utilized, distance learning is an option.Adjunct faculty would be utilized, distance learning is an option.

3.3. Attraction of clinicians to be full-time faculty is an issue. Faculty-Attraction of clinicians to be full-time faculty is an issue. Faculty-practice plans could be utilized. practice plans could be utilized.

5h. Does the transitioning of the practitioner 5h. Does the transitioning of the practitioner program to an entry level master’s degree affect program to an entry level master’s degree affect the education of our technicians, assistants, or the education of our technicians, assistants, or

fitters?fitters?

No.No.

However, if the assistants and fitter levels are redefined However, if the assistants and fitter levels are redefined (and/or combined) the education of this new level would (and/or combined) the education of this new level would also need to be redefined. also need to be redefined.

5i. Will this program be attractive to potential 5i. Will this program be attractive to potential students (new students, international students, students (new students, international students,

current practitioners)?current practitioners)?

1.1. Yes. Current post-baccalaureate programs have many of the Yes. Current post-baccalaureate programs have many of the elements of a master’s level program. elements of a master’s level program.

2.2. Marketing/PR and recruitment will be the key, (i.e. NCOPE Marketing/PR and recruitment will be the key, (i.e. NCOPE residency requirement of an O&P awareness presentation, residency requirement of an O&P awareness presentation, AAOP O&P awareness program). AAOP O&P awareness program).

3.3. Accessibility of programs for practitioners who want to Accessibility of programs for practitioners who want to complete the master’s degree will be important (on-line, complete the master’s degree will be important (on-line, condensed programs – i.e. transition degree?). condensed programs – i.e. transition degree?).

4.4. Master’s may be less confusing to potential students than Master’s may be less confusing to potential students than the mix of currently available baccalaureate and post-the mix of currently available baccalaureate and post-baccalaureate certificate programs. baccalaureate certificate programs.

5.5. Value to the consumer may also be raised.Value to the consumer may also be raised.

Question #6: Will the current programs be able to Question #6: Will the current programs be able to justify this transition to their university justify this transition to their university

administrations?administrations?

a.a. Will current bachelor’s/certificate programs be able to Will current bachelor’s/certificate programs be able to move towards master’s-level training if mandated by move towards master’s-level training if mandated by NCOPE?NCOPE?

b.b. How long will it take?How long will it take?

c.c. Is it of benefit to the university?Is it of benefit to the university?

d.d. What are the obstacles in the university system What are the obstacles in the university system preventing this?preventing this?

e.e. Will this increase student enrollment?Will this increase student enrollment?

f.f. Can O&P get crossover students from PT/OT?Can O&P get crossover students from PT/OT?

6a. Will current bachelor’s/certificate programs be 6a. Will current bachelor’s/certificate programs be able to move towards masters’-level training if able to move towards masters’-level training if

mandated by NCOPE?mandated by NCOPE?

1.1. YES, given new standards and adequate time to YES, given new standards and adequate time to implement.implement.

2.2. Baccalaureate vs certificate implementation?Baccalaureate vs certificate implementation?

3.3. Possible hurdles: financial , curriculum additions, Possible hurdles: financial , curriculum additions, research, same students ?, more faculty, time to get research, same students ?, more faculty, time to get through the UCC (councils, hoops), sequencing, number through the UCC (councils, hoops), sequencing, number of credit hours? increased student fees, residency of credit hours? increased student fees, residency interface interface

4.4. May be opportunity to create pre-admission curriculum.May be opportunity to create pre-admission curriculum.

5.5. Course work and hours now being taught, can lead to a Course work and hours now being taught, can lead to a masters in some universities.masters in some universities.

6.6. Post-bac entry eliminates many challenges dealing with Post-bac entry eliminates many challenges dealing with undergrads.undergrads.

7.7. Clinical practice, science-based courses and research Clinical practice, science-based courses and research

6b. How long will it take? Active action on the 6b. How long will it take? Active action on the major vectors of change - this transition needs major vectors of change - this transition needs

to be accomplished by the end of 10 yearsto be accomplished by the end of 10 years

1.1. Current institutions with master’s level will have a Current institutions with master’s level will have a prototype within the next 2 -3 years.prototype within the next 2 -3 years.

2.2. Transition will include the need for advanced degrees for Transition will include the need for advanced degrees for faculty, and acquisition of new facultyfaculty, and acquisition of new faculty

3.3. Time will be needed to develop paperwork to transition to Time will be needed to develop paperwork to transition to Masters.Masters.

4.4. Move to O/P combination could reduce redundancy of core Move to O/P combination could reduce redundancy of core courses and therefore total hours for Masters in O&P. courses and therefore total hours for Masters in O&P.

5.5. The challenge will include how to refine/reinvent 60-92 The challenge will include how to refine/reinvent 60-92 hours into an integrated O&P Masters. Specialization in O hours into an integrated O&P Masters. Specialization in O or P will only be possible on top of an integrated O&P base.or P will only be possible on top of an integrated O&P base.

6.6. Will the length of the residency be shortened for O&P to Will the length of the residency be shortened for O&P to honor the overlap in patient care (integrated within the honor the overlap in patient care (integrated within the program?).program?).

6c. Is it of benefit to the university?6c. Is it of benefit to the university?

1.1. We assumed that all present programs want to be We assumed that all present programs want to be retained by their administrations.retained by their administrations.

2.2. Yes, but needs to be concerned about glut of Masters in Yes, but needs to be concerned about glut of Masters in higher education. Majority of master’s offerings are higher education. Majority of master’s offerings are clinical or professional.clinical or professional.

3.3. Added value/marketability for the University to include Added value/marketability for the University to include Masters.Masters.

4.4. May allow for cross-over of people from other professional May allow for cross-over of people from other professional lives.lives.

5.5. The resources available for individual graduate student The resources available for individual graduate student loans are higher than those availabe for individual loans are higher than those availabe for individual undergraduates.undergraduates.

6d. What are the obstacles in the university 6d. What are the obstacles in the university system preventing this?system preventing this?

1.1. External & Internal “buy-in”External & Internal “buy-in”2.2. Structured and clear set of courses foundation Structured and clear set of courses foundation 3.3. Demonstrate the academic rigor necessary for a Demonstrate the academic rigor necessary for a masters masters

level level program?program?4.4. Provide unique course workProvide unique course work5.5. Identify & secure qualified instructorsIdentify & secure qualified instructors6.6. Identify potential students and access to them Identify potential students and access to them 7.7. Fiscal Fiscal 8.8. Adequate FacilitiesAdequate Facilities9.9. PoliticsPolitics

6e. Will this increase student enrollment 6e. Will this increase student enrollment (applicants)?(applicants)?

1.1. Yes, on par with other Allied Health & other graduate Yes, on par with other Allied Health & other graduate programsprograms

2.2. Maybe, if not limited by current facilities and staffMaybe, if not limited by current facilities and staff

3.3. No, if the resource demands are too greatNo, if the resource demands are too great

f. Can O&P get crossover students from f. Can O&P get crossover students from PT/OT?PT/OT?

1.1. Yes, it is happening now and many other fields as Yes, it is happening now and many other fields as well.well.

2.2. Some may chose to have multiple degrees to have Some may chose to have multiple degrees to have a a broader scope of practice.broader scope of practice.

Question #7: How can O&P’s move towards a Question #7: How can O&P’s move towards a Master’s level program be utilized to attract Master’s level program be utilized to attract

underrepresented populations and underrepresented populations and practitioners to underserved areas?practitioners to underserved areas?

- Awareness/outreach programs need to be conducted in Awareness/outreach programs need to be conducted in historically underrepresented areashistorically underrepresented areas

- Academy working with NCOPE residents and O&P Academy working with NCOPE residents and O&P practitioners to conduct outreach programspractitioners to conduct outreach programs

- Leverage the publicity of the masters level movement Leverage the publicity of the masters level movement - Scholarships and internships can be criticalScholarships and internships can be critical- Entry-level master’s program may interfere with career Entry-level master’s program may interfere with career

ladder i.e., gap between tech/assistant and practitioner and ladder i.e., gap between tech/assistant and practitioner and how important is the concept of career ladder for the future how important is the concept of career ladder for the future of O&P? This is a question that keeps being raised.of O&P? This is a question that keeps being raised.

Implementation: Stakeholders and ResourcesImplementation: Stakeholders and Resources

Stakeholders (impacted by implementation)Stakeholders (impacted by implementation)• Educational InstitutionsEducational Institutions

Six Plus One DevelopingSix Plus One Developing Two with Masters Two with Masters Other non-O&P educational institutions (allied health Other non-O&P educational institutions (allied health

offerings)offerings)• Applicant Pool/StudentsApplicant Pool/Students• Residency SitesResidency Sites• Practitioners (all credentials)Practitioners (all credentials)• Sister OrganizationsSister Organizations

NCOPE, ABC, CAAHEP, AAOP, AOPA, NAAOP, NAPOENCOPE, ABC, CAAHEP, AAOP, AOPA, NAAOP, NAPOE• VA (especially related to research; implementing VA (especially related to research; implementing

residency grants)residency grants)• Patient CommunityPatient Community

ACA, MDA, PVA, UCP, Disabled Veterans, etc.ACA, MDA, PVA, UCP, Disabled Veterans, etc.

Implementation: Stakeholders and Resources Implementation: Stakeholders and Resources (Continued)(Continued)

ResourcesResources• FundingFunding

Grants, Scholarships, Loans and AssistantshipsGrants, Scholarships, Loans and Assistantships

• Existing precedents (PT/OT examples)Existing precedents (PT/OT examples)• Faculty/FacilitiesFaculty/Facilities• Shared visionShared vision• Industry supportIndustry support

suppliers/practitioners/manufacturers endowmentssuppliers/practitioners/manufacturers endowments

• College Fund – est. to fund PhD programsCollege Fund – est. to fund PhD programs

Next Steps – Next Steps – Post-Summit Reporting MechanicsPost-Summit Reporting Mechanics

Clean up PowerPointsClean up PowerPoints Loaded to Loaded to www.ncope.orgwww.ncope.org; ; www.oandp.orgwww.oandp.org Feedback from Summit participantsFeedback from Summit participants Consensus report finalizedConsensus report finalized Initial report to U.S. Department of Education, Initial report to U.S. Department of Education,

Academy/NCOPE websites, CAAHEP/NCOPE-Academy/NCOPE websites, CAAHEP/NCOPE-accredited schools, NAPOE with executive summary accredited schools, NAPOE with executive summary of consensus/recommendationsof consensus/recommendations

NCOPE to approve/adopt and build implementation NCOPE to approve/adopt and build implementation foundationfoundation

Work with ABC to include in criteria for certificationWork with ABC to include in criteria for certification

Next Steps - DisseminationNext Steps - Dissemination

O&P Almanac, Academy Today, O&P Business News, O&P Almanac, Academy Today, O&P Business News, oandp.com, In Motion, POI oandp.com, In Motion, POI

Press release to stakeholdersPress release to stakeholders Release information to other association allied health Release information to other association allied health

professions (?)professions (?) O&P schools can use as evidence to secure institution O&P schools can use as evidence to secure institution

supportsupport

*Handled collaboratively by NCOPE & Academy*Handled collaboratively by NCOPE & Academy

Next Steps – Next Steps – Leverage OpportunitiesLeverage Opportunities

LeadershipLeadership(Many participated in conference; others can be (Many participated in conference; others can be

contacted by phone/mail)contacted by phone/mail)

Directors are committedDirectors are committed ““Fear factor”Fear factor” Those that are there can help lead othersThose that are there can help lead others Is there a middle road between science-based and Is there a middle road between science-based and

professional masters? – must be clear to the studentprofessional masters? – must be clear to the student Community colleges cannot offer masters programs – Community colleges cannot offer masters programs –

try to establish ties to another school that cantry to establish ties to another school that can Evaluate assistant/technician level training/educationEvaluate assistant/technician level training/education It’s what’s best for the patient in the long run…not It’s what’s best for the patient in the long run…not

just for the professionjust for the profession

A Look at the Future A Look at the Future (5-10 years out)(5-10 years out)

• The PractitionerThe Practitioner Focus on new processes/techniquesFocus on new processes/techniques

• Osseointegration; regeneration?Osseointegration; regeneration? Robotics/bionicsRobotics/bionics Evidence-based practiceEvidence-based practice Paperless office/documentationPaperless office/documentation Virtual gait analysis and training/evaluationVirtual gait analysis and training/evaluation Outcomes-based researchOutcomes-based research

• Standards of careStandards of care Changes in patient issues (decrease in spina bifida, Changes in patient issues (decrease in spina bifida,

treatments for diabetes)treatments for diabetes) Self-learners to easily adaptSelf-learners to easily adapt Prevention experts – supporting patient wellnessPrevention experts – supporting patient wellness Tighter relations with the rehab teamTighter relations with the rehab team Enhancing the “able” body (performance-enhancing O&P Enhancing the “able” body (performance-enhancing O&P

devices)devices)

A Look at the Future A Look at the Future (5-10 years out)(5-10 years out)

The Academic ProgramsThe Academic Programs• Engineer’s/manufacturer’s collaborative testing of Engineer’s/manufacturer’s collaborative testing of

acceptable new devices ($$ for schools?)acceptable new devices ($$ for schools?)• Faculty transition/turmoil – shift of programs and Faculty transition/turmoil – shift of programs and

elevation of current teaching facultyelevation of current teaching faculty• Increase in total number of facultyIncrease in total number of faculty• Delivery of education – accessibility/virtual Delivery of education – accessibility/virtual

classrooms/simulationsclassrooms/simulations• Changes in the way you teach – mentoring of studentsChanges in the way you teach – mentoring of students• Change in learning process – more clinically drivenChange in learning process – more clinically driven• Video student assessment to improve techniquesVideo student assessment to improve techniques• Interfaces with the “Gen Y” group – technology saavy, Interfaces with the “Gen Y” group – technology saavy,

but too big for their britches, question authority (differs but too big for their britches, question authority (differs across cultures/diversities)across cultures/diversities)

A Look at the Future A Look at the Future (5-10 years out)(5-10 years out)

The Residency ProgramsThe Residency Programs• School-based programs?School-based programs?• Distance caseworkDistance casework• Summative examSummative exam• More structure and monitoring (residency review More structure and monitoring (residency review

board)board)• More stringent standards (weed out the weak) – More stringent standards (weed out the weak) –

outcomes-based?outcomes-based?• Closer matching process with schools and Closer matching process with schools and

residency sitesresidency sites• Elevate student expectationsElevate student expectations• NCOPE-accredited teaching residenciesNCOPE-accredited teaching residencies• Alternative sources of funding for residentsAlternative sources of funding for residents

A Look at the Future A Look at the Future (5-10 years out)(5-10 years out)

O&P Manufacturers/SuppliersO&P Manufacturers/Suppliers• Practitioners may lead the R&D of manufacturersPractitioners may lead the R&D of manufacturers

Reimbursements will be a hurdleReimbursements will be a hurdle• Manufacturers will have practitioners on staffManufacturers will have practitioners on staff• Practitioners demanding support dataPractitioners demanding support data• Increased support to the schoolsIncreased support to the schools

A Look at the Future A Look at the Future (5-10 years out)(5-10 years out)

Relations with the O&P organizationsRelations with the O&P organizations• Unification of ABC/BOCUnification of ABC/BOC• More agile relative to pursuing and leveraging More agile relative to pursuing and leveraging

licensurelicensure• Academy taking lead for the O&P professional Academy taking lead for the O&P professional

more close collaboration with ABC/NCOPEmore close collaboration with ABC/NCOPE• NCOPE driving educationNCOPE driving education

A Look at the Future A Look at the Future (5-10 years out)(5-10 years out)

Professional Development/Continuing Professional Development/Continuing EducationEducation

• Specialized online education coursesSpecialized online education courses• Referring within the profession – recognizing our Referring within the profession – recognizing our

own strengths and weaknessesown strengths and weaknesses

Appendix I: Redefining O&PAppendix I: Redefining O&P

Orthotics and prosthetics is a profession that is redefining Orthotics and prosthetics is a profession that is redefining itself. itself.

Traditionally, the mission of orthotics and prosthetics has Traditionally, the mission of orthotics and prosthetics has been to prepare and dispense orthoses and prostheses. In been to prepare and dispense orthoses and prostheses. In the performance of these roles, orthotists/prosthetists have the performance of these roles, orthotists/prosthetists have had close interactions with customers, so much so that for had close interactions with customers, so much so that for a number of years orthotists/prosthetists have been ranked a number of years orthotists/prosthetists have been ranked in the national polls as one of the nation’s most trusted in the national polls as one of the nation’s most trusted group of professionals. group of professionals.

Nonetheless, orthotics/prosthetics, much more so than Nonetheless, orthotics/prosthetics, much more so than most other health-related professions, has been based most other health-related professions, has been based upon a product-oriented ethos, and, as late as the 1950’s, upon a product-oriented ethos, and, as late as the 1950’s, national law regulated the type of interactions national law regulated the type of interactions orthotists/prosthetists could have with their customers.orthotists/prosthetists could have with their customers.

Redefining O&P (Continued)Redefining O&P (Continued)

Over the last decade or two, a new mission has been Over the last decade or two, a new mission has been emerging for the profession of orthotics/prosthetics care. emerging for the profession of orthotics/prosthetics care.

In this patient-centered ethos, the orthotist/prosthetist In this patient-centered ethos, the orthotist/prosthetist takes responsibility for patient outcomes related to takes responsibility for patient outcomes related to orthotic/prosthetic patient management. The orthotic/prosthetic patient management. The orthotist/prosthetist “social object” is no longer a product orthotist/prosthetist “social object” is no longer a product but a patient. This new mission intensifies the fiduciary but a patient. This new mission intensifies the fiduciary responsibilities that a professional has for the people he or responsibilities that a professional has for the people he or she serves. Orthotists and prosthetists still must be firmly she serves. Orthotists and prosthetists still must be firmly grounded in anatomy, physiology, biomechanics, but grounded in anatomy, physiology, biomechanics, but increasingly important are their abilities to think critically, increasingly important are their abilities to think critically, solve problems, communicate, and resolve ethical solve problems, communicate, and resolve ethical dilemmas. dilemmas.

Redefining O&P (Continued)Redefining O&P (Continued)

This new mission of O&P practice necessitates a This new mission of O&P practice necessitates a corresponding new mission for O&P education: to prepare corresponding new mission for O&P education: to prepare practitioners to provide orthotic and prosthetic care. practitioners to provide orthotic and prosthetic care.

The challenge of O&P education today is to design, implement The challenge of O&P education today is to design, implement and assess curricula that integrate the general and and assess curricula that integrate the general and professional abilities that will enable practitioners to be professional abilities that will enable practitioners to be responsible for O&P outcomes and the well-being of patients.responsible for O&P outcomes and the well-being of patients.