1. On-Site Reviewer Training (OR): Elements Specific to PTA Education Programs
The On-site Reviewer Training module on the 2016 Standards and Required Elements addressed the elements and expectations that were in common for both PTA and PT education programs. This presentation will concentrate on new elements or new expectations that are specific to the PTA standards.
CAPTE
2015

2. Objectives Identify CAPTE expectations for select elements
Identify what needs to be included in the Visit Report
At the end of this presentation, reviewers will be able to:
Identify CAPTE’s expectation for select PTA elements, and
Identify information CAPTE needs to have included in the Visit Report.
3/13/2017

3. 3C: Faculty Workload DISTRIBUTION CHART
Note: PTA Program Directors are now required to have a reduction in teaching load for administrative functions.
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
273
223
191
687
1.00
Blair PD
100% 0%
268
220
180
668
Kendall
ACCE
As indicated in the previous presentation, CAPTE is looking for consistency in how the program completes the Faculty Workload Distribution chart. For Element 3C, this chart is used to determine if faculty contact hours are congruent with the workload policy. The Visit Report should comment whenever workloads are higher than the policy and explain why this is the case. If there are planned changes in the policy or in the workload, provide this information in the Visit Report, including the expected timelines.
Note: it is now a requirement for PTA Program Directors to have a reduction in teaching load for administrative functions.
If you needed to seek clarification to understand the workload, the information learned onsite must be included in the Visit Report. If you had trouble understanding how workload is determined, so will CAPTE!
3/13/2017

4. 4A &G: Core Faculty and Program Director Qualifications
Core faculty who are PTs/PTAs teaching clinical PT/PTA content
Must be licensed or regulated in any United States jurisdiction as a PT or PTA
9 academic credits of coursework in educational foundations.
Proviso: CAPTE will begin enforcing the expectation for post professional course work in 2018.
This will be monitored in the Annual Accreditation Report.
Element 4A clearly articulates that core faculty teaching clinical content must be currently licensed/regulated within a United States jurisdiction. A recent question was asked whether having an inactive license meant the intent of this element and it does not.
The intent of element 4G is that the required coursework be academic credit. This credit can be acquired at the undergraduate or graduate level. It is possible that continuing education/prior learning can be used to fulfill this requirement if the prior learning has been formally assess through an institution for academic credit. Program Directors who have gone through ELI have been determined by CAPTE to receive 9 academic credits.
3/13/2017

5. 6K & 6L: PROGRAM LENGTH & DEGREE
6K: Program length must be at least:
5 semesters OR
52 academic weeks OR
104 calendar weeks
6L: Program confers an Associates degree
As additional method related to measuring program length has been added. Programs must be either 5 semesters (or equivalent) or 52 academic weeks or 104 calendar weeks. This is requirement is to be in compliance with the USDE rule that associate degrees need to be completed in 2 years.
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6. 7A & C: General Education and Scope of PTA
PTA curriculum must have a complement of academic general education coursework
Required: written communication and biological, physical, behavioral and social sciences which prepare students for coursework in the technical program sequence.
General education courses are not the same as applied general education coursework
Examples of applied general education might include: Pharmacology for the PTA or Applied Physics for the PTA
Technical education component must include content and learning experiences that prepares the student to work as an entry-level physical therapist assistant under the direction and supervision of the physical therapist
The physical therapist assistant program curriculum requires a complement of academic general education coursework appropriate to the degree offered that includes written communication and biological, physical, behavioral and social sciences which prepare students for coursework in the technical program sequence. General education courses are courses not designated as applied general education coursework by the institution or program.
Academic general education courses place an emphasis on principles and theory not associated with a particular occupation or profession. Academic general education courses are those in written and oral communication; quantitative principles; natural and physical sciences; social and behavioral sciences; and humanities and fine arts that are designed to develop essential academic skills for enhanced and continued learning.
Applied general education courses rely on technical course content to teach or demonstrate, what should be broader examination of concepts and ideas in a “true” general education course.
Programs are now required to explicitly demonstrate in 7C how the curriculum prepares graduates to work under the direction and supervision of a physical therapist who directs and supervises the physical therapist assistant to perform selected interventions and the data collection techniques to carry out selected interventions.
3/13/2017

7. 7B: Example of Required Chart
7B PTA 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
Cardiovascular Systems
Endocrine & Metabolic Systems
Gastrointestinal System
Genital & Reproductive Systems
Hematologic system
In addition to the expanded narrative, there are now required appendices that identify relevant course objectives for each topic delineated in 7B and 7D. Programs are requested to provide a maximum of 5 sample objectives that demonstrate the highest expected level. Keep in mind that this is not intended to be an exhaustive list of objectives. Similar to the practice expectations in 7D, the narrative provides the big picture of where and how the content is taught, and the objectives are identifying the highest expected level of performance.
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8. 7D Visit Report Examples for the Same Element
Indicate if reflective of entry level practice
 COMMENT:
Comment is needed only when the practice expectation is a strength of the program OR does NOT appear to be sufficiently addressed in objectives or learning experiences. Summarize the sources of information that led you to this opinion, for example, include comments from interviews or other supporting evidence (history of student performance, graduate or employer survey data, course materials from either the SSR or viewed on site, etc.) FOR ALL OTHERS, NO COMMENT IS NEEDED.
Objectives
Learning experiences
7D8 Identify, respect, and act with consideration for patients’/clients’ differences, values, preferences, and expressed needs in all work-related activities. √
On-site interviews with employers and clinical education faculty indicated that this is a strength.
Objectives and learning experiences in the narrative are not directly related to this Element. However, review of syllabi indicated that objectives 4 & 5 in PT 978 (Seminar I) and objectives 2 & 9 in PT 988 (Seminar II) appropriately cover this practice expectation. On-site discussions with students, faculty and alumni confirm learning experiences. The program has been requested to provide a description of related learning experiences with their response to this report.
Course objectives provided are not related to this Element. Discussions with faculty and students confirmed the learning experiences described in the SSR.
This is a sample of the format in the Visit Report for reviewers to comment on the 7Ds that provides four different sample responses for the same Element. For a review of a Self-study Report, comments are typically provided only when it has been determined to be a program strength or a weakness or when clarification is needed. The columns for objectives and learning experiences representing entry-level practice must be checked for each practice expectation. Should the objectives or learning experienced provided in the program’s report not represent entry-level practice, an explanation of your assessment must also be provided.
If the program’s response does not represent entry-level practice but you are able to identify objectives or learning experiences that do, the boxes should be checked – and a comment included that provides the new information – or requests the program to do so with their response to your report.
3/13/2017

9. Questions?
Please send all questions to the Accreditation in order to route you to the right person.
Use the link below to send CAPTE an so your completion of this training can be recorded.
If you have any questions about these or any other elements, please feel free to contact us.
3/13/2017