1. Perspectives on TR Education Chapter 7
HPR 453

2. Brief History
PT and OT were developed by the medical profession – physician needs
TR/RT was developed based on Patient needs
TR programs were developed
Non-trained individuals providing the service has transformed into trained professionals providing treatment
Certification and licensure in some states now required

3. TR as a Profession Technical Trades – Skills taught
Disciplines – Theory, Concepts, principles taught – no specific type of employment
Profession – Technical skills, theories, concepts, principles related to a variety of disciplines
Blending will vary across curricula
To what extent has it been professionalized?

4. Professionalization
How many elements of professionalization have been achieved and how effectively?
Structural component – societal level
Existence of university curricula, professional associations, code of ethics, credentialing, body of knowledge
Attitudinal component – professionalism of the individuals within the profession
Membership in professional associations, belief in service to the public, belief in self-regulation, a sense of calling to the field, sense of autonomy

5. Quality TR Programs
NRPA COA Accreditation – now COAPRT – has a TR option
Changing from structures and processes to outcomes
Structures - # of faculty, organization of dept
Processes – course syllabi, internship experiences
Outcomes – Chapter 9
Belief has surfaced that TR be viewed as its own profession and not option in a field

6. TR needs more thorough, focused, outcome-oriented standards for TR education
ATRA – Curriculum Guidelines West, Kinney, Witman (2008)
ATRA – Internship Guidelines Grote & Hasl (1998)
NCTRC Job Analysis Codes should be foundation Monroe & Connelly ( )
ATRA and NTRS Standards of Practice
Curricula varies from 3-5 courses to 13 courses

7. Need more standardization
CARTE endorsed by ATRA 2010 – we’ve discussed this
Structures related to quality TR Program
Mission of university, college home, departmental membership – Autonomy over design of program critical
Degree(s) – Many allied health profs have Master’s

8. Conceptual structure – Degree in TR, Degree in Rec with emphasis in TR, degree in RT – scope and quality of coursework vital
Faculty - # and quals – part-time vs full-time – degree – practical experience - credentials

9. Processes related to quality TR Program
Courses - #, Sequencing and Implementation is a process – therefore, your program plan – courses should be linked – progressive
Basic skills which can be utilized in practice
Advanced TR knowledge and techniques critical (Assessment, ICF codes, modalities, facilitation techniques)
TR vs RT – excellent arguments on pg 95 – read and be able to discuss

10. Student selection – knowledge, skills and abilities should match needs required for the profession
Learning experiences – should progress as courses advance – students should desire to be a professional and not “get a job”
Belonging to a professional org, attending workshops/conferences, providing an inservice = professional involvement

11. Attitudinal Development
“Person-first” language, strong ethical beliefs and practices, cultural competence, solid social interaction skills, belief in life- long learning
Internship Experience – Most significant educational experience
Initiative, Teamwork, work-related emotional issues, issues of competence, adjustment, conflict resolution, problem solving

12. Faculty Roles – Teaching, Research and Service
Ethical Practices – Boundaries
Professional, personal, physical, value, conversational, etc
Can an educator expect students to learn prof boundaries if theirs are inappropriate? Boundaries are often difficult and ability to define and observe professional boundaries must be learned

13. Outcomes Related to TR Education
NCTRC Job Analysis (2007) – pg 99
Professional Roles and Responsibilities
Assessment
Planning Interventions and Programs
Implementing Interventions and Programs
Evaluate Outcomes of Intervention/Programs
Documenting Intervention Services
Working with Treatment and Service Teams

14. ATRA Standards of Practice
Organizing Programs
Managing TR Services
Public Awareness and Advocacy
ATRA Standards of Practice
ATRA Guidelines for Competency Assessment and Curriculum Planning
Status quo is not acceptable

15. Marketing yourself
Don’t just list skills for employer – Explain how you can implement them to produce outcomes
Aquatics for Pain Mgmt
ICF Coding for illnesses and disabilities–Terms
Capacity, performance, activity limitation, participation restriction

16. Recent Developments
Educators collaborating with practitioners to standardize and update curricula and standards for TR education