OSRT: ELEMENTS SPECIFIC TO PT EDUCATION PROGRAMS APTA Accreditation Department August 2015

OBJECTIVES Identify CAPTE expectations for select elements Identify what needs to be included in the Visit Report 8/1/15©APTA DEPARTMENT OF ACCREDITATION 2

8/1/15©APTA DEPARTMENT OF ACCREDITATION3 Fall Winter Spring Summer Total FTE: Inst. FTE: Prog. Last Name Position Teaching in E-L Program Teaching Other Programs Admin Scholar- ship Service Clin Prac Enrolled In Degree Program BlairDCE10%0%50%10%20%0%10% KendallFaculty80%0% 2%8%0%10% McMillan Faculty40%0% 40%20%0% MooreFaculty20%30%0%30%20%0% WorthinghamFaculty50%0%30%10% 0% 3C: FACULTY WORKLOAD DISTRIBUTION CHART

4B: SCHOLARSHIP (1 OF 2) CAPTE doesn’t look just at products. Expect all core faculty to have ongoing, scholarly agenda that includes: A focus area - Doesn’t have to relate to what the individual is teaching Products related to focus area Goals Planned activities that identify: - Role - Expected timeline to disseminate - Target source for peer-reviewed dissemination Visit Report can identify if form is missing name of individual or if a product has been disseminated by the time of the visit 8/1/15©APTA DEPARTMENT OF ACCREDITATION 4

4B: SCHOLARSHIP (2 OF 2) Request resubmission if: There is too much missing or outdated information to report in the Visit Report Planned activities have occurred in the past Target source and timeline for dissemination are not included Products or planned activities are not scholarly activities Products or planned activities include faculty supervision of student projects that are not directly related to faculty member’s own focus area(s), even if they result in peer-reviewed dissemination Projects have been completed since submission of SSR or AFC, but only if unable to include in Visit Report 8/1/15©APTA DEPARTMENT OF ACCREDITATION 5

4K: BLEND OF CORE & ASSOCIATED FACULTY Effective blend of clinical specialization Effective blend of doctoral preparation At least 50% of core faculty with academic doctoral degrees - Do not report as ‘terminal’ degrees Defined as PhD or other doctoral degree that requires advanced work beyond the master's level, including the preparation and defense of a dissertation based on original research, or the planning and execution of an original project demonstrating substantial scholarly achievement If not meeting this expectation, Visit Report must confirm if there is plan in place that has been implemented 8/1/15©APTA DEPARTMENT OF ACCREDITATION 6

6B & C: PREREQUISITES 6B: Students enter professional program with a BS degree; alternatively, they may have 3 years of undergraduate education that includes upper-division study in 1 area comparable to a minor at the institution 6C: Specific prerequisite course work is determined by program’s curriculum plan 8/1/15©APTA DEPARTMENT OF ACCREDITATION 7

6F: INTERPROFESSIONAL EDUCATION Element effective as of 1/1/18 Didactic & 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 Teamwork Interprofessional Education Defined: When 2 or more professions learn with, from, and about each other to improve collaboration and the quality of care (WHO, 2002) 8/1/15©APTA DEPARTMENT OF ACCREDITATION 8 New

6M & N: PROGRAM LENGTH & DEGREE 6M:Program length must be at least: 90 semester credit hours (or equivalent) 6 semesters (or equivalent) 30 weeks of full-time clinical education experiences 6N: DPT is the degree conferred 8/1/15©APTA DEPARTMENT OF ACCREDITATION 9

7A, B & C: CURRICULAR CONTENT 7A: In biological, physical, behavioral, and movement sciences 7B: In communication, ethics and values, management, finance, teaching and learning, law, clinical reasoning, evidenced- based practice, and applied statistics 7C: In clinical sciences 8/1/15©APTA DEPARTMENT OF ACCREDITATION 10

7A, B & C: EXAMPLE OF REQUIRED CHART 7B PT CONTENT CHART (Required) (April 2015) Content Area Provide a maximum of 5 examples of course objectives demonstrating the highest expected level; Include: Course Prefix & #, Objective #, Wording of Objective Communicatio n Ethics & Values Management Finance Teaching & Learning Law Clinical Reasoning Evidenced- Based Practice Applied Statistics 8/1/15©APTA DEPARTMENT OF ACCREDITATION 11 7B PT CONTENT CHART (Required) (April 2015) Content Area Provide a maximum of 5 examples of course objectives demonstrating the highest expected level; include: Course Prefix & #, Objective #, Wording of Objective Communication Ethics & Values Management Finance Teaching & Learning Law Clinical Reasoning Evidenced- Based Practice Applied Statistics

8/1/15©APTA DEPARTMENT OF ACCREDITATION12 Fall Winter Spring Summer Total FTE: Inst. FTE: Prog. Last Name Position Teaching in E-L Program Teaching Other Programs Admin Scholar- ship Service Clinical Practice Enrolled In Degree Program BlairDCE10%0%50%10%20%0%10% KendallFaculty80%0% 2%8%0%10% McMillan Faculty40%0% 40%20%0% MooreFaculty20%30%0%30%20%0% WorthinghamFaculty50%0%30%10% 0% 8A: FACULTY WORKLOAD DISTRIBUTION CHART

Confirm that each core faculty member has the equipment and space needed to carry out his or her current agenda If individual is not doing scholarship, is it because equipment and space is needed and is not available - Doesn’t have to be dedicated equipment or space - Institution can expect faculty to obtain grant money  For an AFC, confirm if space and equipment needs are met for current faculty, and document plans for acquiring space and equipment as additional faculty are hired 8/1/15©APTA DEPARTMENT OF ACCREDITATION 13 8D6: FACULTY SCHOLARSHIP NEEDS

QUESTIONS? About Process or Elements: Ellen Price Lead PT Programs Specialist About the Portal: Tej Chana Database Specialist About Onsite Visit Logistics or Travel: Tasha Johnson Senior Accreditation Onsite Visit & Travel Coordinator 8/1/15©APTA DEPARTMENT OF ACCREDITATION 14