Developing Program Workshop Department of Accreditation American Physical Therapy Association June...

Developing Program Workshop

Department of AccreditationAmerican Physical Therapy Association

June 2015 – National Harbor, MD

Structure of the Workshop• Part 1a (today Sat, 2-6 pm)

– Address issues specifically related to the Candidacy process

• Part 1b (Sun: 8:30-12:30)– discussion of more general information– in conjunction with 1st session of SSW– there will be some overlap of content*

• Part 2 (SSW: Tues, 2-5; Wed, 8:30-5)– Discussion of evaluative criteria and the expectations

for compliance

© APTA Department of Accreditation, 2011-2015

You may think you know about accreditation, but

you haven’t met CAPTE yet!


Purposes of this Workshop1. Provide some comments about the current

environment that might affect program development

2. Introduce you to CAPTE3. Demystify the CAPTE pre-accreditation

(candidacy) process4. Discuss the general expectations for achievement

of candidacy5. Provide hints about how to develop an

Application for Candidacy (AFC)6. Describe some of the reasons for denial7. Answer questions


Important Takeaways• This is a rigorous process designed to foster

quality from the beginning• We’ve given you a roadmap, follow the

directions• We mean what we say• The burden of proof is on the program• Do it right the first time• The Rules change frequently, keep up with

them

DPW Resources

• Slides: DPW/SSW• Part 7 of Rules• Info about Candidacy Visit & Report• 2016 Standards and Required Elements• NOT provided: AFC Instructions


CURRENT CONTEXT1. Number of Programs

2. Students

3. Faculty Availability

4. Clinical Site Availability

5. PT/PTA job market

6. Regulatory environment

7. Discussions in the profession re: expansion of types of support personnel

8. Changes in reimbursement

9. Health care reform


Number of US Programs

As of 5/22/15

PT Programs

PTA Programs

TOTAL

Accredited 230 339 569

Developing 27 44 71

TOTAL 257 383 640


Students

PT students– 30,202 enrolled– Avg class size = 43– 63% are female– 78.9% are White– Avg age at admit = 24– Apply to avg. of 5.5

programs

From 2014 AAR and PTCAS data

PTA Students– 13,071 enrolled– Avg class size = 25– 64% are female– 75.7% are White– Avg age at admit = 28– ??, but do know that

they tend to be place bound

Graduates 2004-2019


Faculty Availability(based on 2014 AAR data)

PT Programs• Current faculty (2014-15)

• 2621 full-time• 317 part-time• Student to Faculty ratio: 11.6 to 1

– Open positions in existing candidate & accredited programs

– 169 current– 179 projected

PTA Programs• Current faculty (2014-15)

• 896 full-time • 254 part-time • Student to Faculty ratio 14.8 to 1

– Open positions in existing candidate and accredited programs• 24 current• 33 projected


Clinical Site Availability• Educational experience, not OJT

– Course, with credit attached– CEC is responsible faculty member

• Issues– CI qualifications– Productivity expectations– # available placements – Variety issues– Before or after accreditation?


PT/PTA Job Market• BLS data

• PT: 73,500 increase 2012-2022• PTA: 29,300 increase 2012-2022

• APTA prediction model• Shortage or mal-distribution?• Anecdotal evidence of shrinking PTA job market

in some areas• Development of new programs: 187 over the past

7 years• PT programs more than doubled by 2017• PTA programs more than tripled by 2017

© APTA Department of Accreditation, 2011

Regulatory Environment

• USDE expectations related to meeting required outcomes – Graduation rates– Licensure pass rates– Employment rates– “Gainful employment” issues

• Transparency and accuracy of information


APTA discussions• APTA in midst of discussions regarding

– the use of supportive personnel, including the PTA.

• Change role of PTA?• Change curricular content of PT? PTA?

– Change in educational level of PTA?


Payment Issues• Questions being raised regarding the

level of payment for services provided by PTAs

• Medicare/Medicaid do not pay for care provided by students at either level


Health Care Reform

??????


New Standards

• New Standards and Required Elements adopted by CAPTE November 2014

• Effective January 1, 2016• All Candidacy decisions beginning

with 2015C


Meet CAPTE• Recognized specialized/programmatic

accrediting organization*– Recognized since 1977, but APTA involved in

education QA since 1928

• 31 Commissioners/3 working groups*• Meets in April & November (& July)

– Candidacy & Accreditation decisions– Central Panel meeting in late July/early August for

Candidacy decisions and other business

*More info tomorrow


Accreditation

Voluntary, nongovernmental process of external peer review used by US higher education to scrutinize colleges, universities, and educational programs for quality assurance and quality improvement.


CAPTE Accreditation• Voluntary

– You have decided to develop a PT/PTA program– You are coming to CAPTE seeking accreditation of

that program– Signifies your willingness to abide by CAPTE

standards and procedures

• Nongovernmental• Process of external peer review• For quality assurance and quality improvement


Standards & Required Elements• Minimum, but not minimal, expectations

• Specific, but not prescriptive, expectations • A few prescriptive criteria do exist

• Describe what programs need to do, but not how it is to be accomplished


2016 Standards1. Mission, goals, and outcomes

2. Assessment & Planning

3. Institution and Program Integrity

4. Faculty

5. Students

6. Curriculum Plan

7. Curriculum Content

8. Resources


The CAPTE Candidacy Process

A process based on evidence* Application for Candidacy

Other documentsInterviews

Observation

Purpose• Develop a relationship with CAPTE/staff• Demonstrate institution’s commitment to

development of a quality program• Promote good planning for the proposed

program• Ensure sufficient readiness for

implementation of the proposed program• Increase the chances for a positive

accreditation decision


Underlying Philosophy• The charter class deserves the same

level of educational quality as subsequent classes.

– Qualified faculty– Curricular content / delivery– Clinical education experiences– Overall educational experience– Ability to pass the licensure exam

• And, so do the patients/clients that new graduates will care for.


Context: Continuum of development• Same standards/elements, different

expectations– Plan program– Achieve Candidacy

• Satisfactory Progress Toward Compliance, • based on expectations specified in AFC

– Implement program with continued development & submission of annual reports

– Achieve (initial) Accreditation• Compliance

– Report outcomes / continued compliance


Candidacy vs Accreditation• Satisfactory Progress toward Compliance

– Varying levels of development related to individual criteria: specified in AFC instructions

– Bottom line: • Is there enough in place that it is reasonable to matriculate

students into the technical/professional courses tomorrow?• Is there a reasonable plan for accomplishing the remaining

development activities prior to the accreditation decision?

• Compliance– Has the program provided evidence that it meets the

standards? – Have the students received an appropriate education to

prepare them for practice?


Early Activities (1 of 2)

• Assessment of Feasibility & Need– May be different for PT or PTA programs

• Local, regional data, national data for PT• Local, regional for PTA (not just BLS data or a few

local clinical providers)

– Lots of prospective students ≠ need for program– Implications of regulations re: outcomes

• Are there physical therapy jobs where grads want to work?


Early Activities (2 of 2)

• Approvals Required (program & degree)– Institutional (at highest level required)– State Higher Ed Regulatory Agency

• Board of Higher Education?• Institutional licensing/authorizing body?• Charter / statute

– Institutional Accreditor


Planning for program development and implementation Factors to consider

– Which candidacy review cycle to seek– When the charter class is planned to begin

professional/technical courses– When the charter class will be enrolled in the

penultimate term of the program– When charter class is scheduled to graduate– Timing (fixed dates) of licensure examination

following graduation.


Planning for program implementation Timing of licensure examinations

• FSBPT controls administration of the NPTE• Four administrations per year (began 2013)

– PTA Dates: early January, April, July, October– PT Dates: late January, April, July, October

• Students cannot register until CAPTE grants accreditation; must register at least 5 weeks prior to testing date


Planning for program implementationTiming of graduation of charter class

• Determines when CAPTE will make the accreditation decision (April or November)– CAPTE decision prior to graduation (or no more than 30

days after)– At least 10 weeks between on-site visit and CAPTE

decision


Planning for program implementation Timing of penultimate term of charter class enrollment

• Determines when the on-site visit for initial accreditation will occur:

– Typically late in the term


Planning for program implementation Timing of matriculation into the program

• Candidacy decision needs to be made at least 3 weeks prior to matriculation.

• Allows time after the decision to address issues that could arise if there is a negative decision.


Planning for program implementationSelection of Candidacy Cycle

• Determined by planned matriculation of students into the technical/professional phase of the program

Planned Enrollment Decision Submission DateFall Jul/Aug March 1

Spring Nov June 1

Summer April December 1

• Submit Developing Program Information Form (DPIF)• 7 programs per cycle limit; if a requested cycle is full, the program

will be placed on the next available cycle. Ties will be broken by date/time of receipt of DPIF

• Currently working on 2016B (June)


Candidacy Process: 7 Steps


Candidacy Process


Step 1: Notification of Intent• Letter of intent to seek accreditation • Accompanied by documentation that the institution

– is approved to offer post-secondary education and is degree granting

– is accredited by a recognized accreditor and in compliance with all expectations

– has approval to develop/offer the proposed program from• Institution (highest level required)• State authorizing agency• Institutional accreditor (at least applied for)

– USDE financial responsibility score > 0

• Includes contact info of administrative officials • Included contact info for state authorities and institutional

accreditor


Candidacy Process


Step 2A: Employ a Program Director• This step can occur simultaneously with

Step 1.• PD should be employed at least 6-9 months

prior to planned date for submission of AFC• Employed means “on board” working at/for

the institution on a full-time basis to develop the program

• PD meets qualifications specified in Standards


PT PD Qualifications4G The program director demonstrates the academic and professional qualifications and relevant experience in higher education requisite for providing effective leadership for the program, the program faculty, and the students. These qualifications include all of the following: •is a physical therapist who holds a current license to practice in the jurisdiction where the program is located; •has an earned academic doctoral degree (program directors who have been determined by CAPTE as of January 1, 2016 to meet the 2006 Evaluative Criteria expectations without an academic doctoral degree may seek an exemption from this expectation); •holds the rank of associate professor, professor, clinical associate professor, or clinical professor;•has a minimum of six years of full time higher education experience, with a minimum of three years of full-time experience in a physical therapist education program.


PTA PD Qualifications 4G The program director is a physical therapist or physical therapist assistant who demonstrates an understanding of education and contemporary clinical practice appropriate for leadership in physical therapist assistant education. These qualifications include all of the following: •a minimum of a master’s degree;•holds a current license/certification to practice in the jurisdiction where the program is located;•a minimum of five years (or equivalent), full-time, post licensure experience that includes a minimum of three years (or equivalent) of full-time clinical experience;•didactic and/or clinical teaching experience;•experience in administration/management; •experience in educational theory and methodology, instructional design, student evaluation and outcome assessment, including the equivalent of nine 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.]


Step 2B: Notify Accreditation that PD has been Employed

• Official Notification (i.e., on institutional letterhead)

• Include – Copy of the PD’s CV that justifies qualifications– Copy of PD contract (salary info redacted)– Copy of existing policies re: full-time employment– Statement, signed by CEO and PD, that PD is indeed

employed full-time by the institution in accordance with the existing policies

– PD Contact information, incl. email and phone # at the institution


Step 2B: Notify Accreditation that PD has been Employed

• When all required information has been received, but not before, we will

– Respond with a request for some information about plans for development (DPIF)

– Provide the program director with a username and password for the Portal and instructions for its use, including submission of conflicts

– Add the program to the list of developing programs on CAPTE’s web site


Step 2C: Employ a CEC• Clinical Education Coordinator MUST be employed

at time of AFC submission• Development of the clinical education component

of the program is important and time-consuming• Much work needs to be done PRIOR to submission

of the AFC – A bona fide AFC rests in large part on the availability of

sufficient clinical placements

• Support for the PD in decision-making about program development


Candidacy Process


Step 3A: Develop the program• Contingency Plan • Mission, goals of the program (relate to institution)• Expected program outcomes• Student related policies, procedures, practices

– Admission requirements• Technical standards

– Recruitment & admission processes– Grading– Retention, progression, dismissal – Professional behavior– ETC, ETC, ETC

• Faculty related policies, procedures, practices


Step 3A: Develop the program• Curriculum

– Expected student outcomes– Curriculum plan: organization, sequence, integration

• Rationale for structure structure

– All course materials for 1st half of technical/professional curriculum• Syllabus to include … reasonably detailed content outline

– Course information, including detailed objectives and content outline, for 2nd half

• Resources: faculty, space, equipment, learning resources, etc.

• Clinical Education program• All other aspects of the program


Useful Resources• APTA documents

– Considerations for Developing Programs– Normative Models of PT/PTA education– Minimum Required Skills.... documents– Guide to Physical Therapist Practice (web-based only)– Outcomes Assessment in Physical Therapy Education– CPI: Clinical Performance Instrument – CSIF: Clinical Site Information Form

• Consultants– [email protected]


More Useful Resources• CAPTE Accreditation Handbook

– Rules of Practice and Procedure• Part 7: Candidacy process• Part 8: Accreditation process• Part 13: Reconsideration of Adverse Decisions• Part 14: Appeals

– Standards and Required Elements– Additional information about process– Position Papers

• Principles of Good Practice for Distance Learning in Physical Therapy Education• Role and Qualifications of PTA Program Director• Expectations and Intent for Full-time Core Faculty in PTA Programs• The Doctor of Physical Therapy (DPT) as a Faculty Credential• Physical Therapy Faculty and Scholarship


Role of Staff

• Primary role is to facilitate the process

• Staff are NOT consultants to the program


Step 3B: Identify Conflicts of Interest• Access to Portal gives access to list of

members of the Cadre of On-site Reviewers (includes current CAPTE members)

• Within 2 months of PD hiring, must identify members of the Cadre in conflict with the program

• VIP: if you do not do this we will stop the process.


Step 3C: Develop the AFC• Current process requires electronic

submission process using the CAPTE Accreditation Portal

• The AFC has three components:1. Narrative responses/Portal fields2. Uploaded Appendices 3. On-site materials


The AFC: Narrative• Description of the plan for program in

relationship to each of the Standards and to program’s unique mission– Addresses every required element, including

each of the elements under Standard 7 (Curriculum Content)

– Must be more than re-statement of the criterion; provide evidence of current level of compliance and describe how the program plans to meet the element

– Compose in word processor, cut & paste to portal


In the AFC Narrative...• The requested evidence is intended to answer

these generic questions:– what’s in place now in preparation for student

matriculation?– what still needs to be done to be in full

compliance?– how will full compliance be achieved?

• Provide the information requested in the evidence list for each element.


Standards Structure• Eight Standards

• Required Elements for each Standard

• Evidence of Compliance– Portal fields– Narrative– Appendices (Uploaded Documents)– On-site materials


The AFC Appendices

• Provide the evidence, i.e., the details, that supports or expands upon the statements made in the narrative– Required appendices are listed in the AFC

instructions. Provide (upload to portal) the requested information.

• Required naming conventions*

– Other information can be uploaded at the discretion of the program


The AFC: Specified Appendices• Web site• Relevant catalog(s)• Institutional Faculty Handbook• Institutional Student Handbook• Faculty/staff union contract, if applicable• Program Policies and Procedures manual (if

available)• Program Faculty Handbook (if available)• Program Student Handbook (if available)• Clinical Education Handbook


The AFC: On-site materials• Additional evidence to support the program’s

current or planned progress toward compliance with the elements– Required information listed in the AFC

instructions. Make this information available to the Candidacy Reviewer during the visit.

– Other information at the discretion of the program.


Making Friends of the CR and CAPTE• Follow the instructions for creating the

Application for Candidacy on-line– Data about program, faculty, budget and courses

is entered on portal– Each narrative response is limited to 5000

characters (incl. spaces and coding)• HTML formatting codes can be added but count

against the 5000 characters• Longer responses will require upload of additional

attachment(s)


Making Friends of the CR and CAPTE

• Follow the instructions for creating the Application for Candidacy on-line– Appendices in .pdf format*

• Using required names• Bookmarked

– Large .pdf documents with appropriate bookmarks are preferable to multiple single page documents

• page numbers noted in narrative also required


Step 3D: Reconfirm Planned Submission• Due 90 days prior to planned submission

– On or before • Dec 1 for Mar 1 submission• Mar 1 for Jun 1 submission • Sep 1 for Dec 1 submission

• VIP: if you do not do this, we will stop the process– We need the information for planning purposes


Candidacy Process


The CAPTE Accreditation Portal

Access Login Page

www.capteonline.org

http://www.capteonline.org/Home.aspx

Step 4A: Submit the AFC• Deadlines for submission

– On or before Mar 1, Jun 1, Dec 1 regardless of whether it is a work day.

– Have until 11:59 pm ET to click the Submit button

• Signature Page and fee are also due ON OR BEFORE the submission deadline.– Send it directly to Anastasia DiCicco in an envelope that

does not have a window– Pre-accreditation fee is described in Part 16 of Rules

• Deadlines are firm.


Step 4B: Is it eligible for review? Rules PART 7: §7.10(b)

• Met the deadline• Two representatives, PD and administrator,

have attended a DPW; PD attended SSW • Submitted by the institution where program is

to be housed, degree awarded• One electronic copy (in addition to portal)• Document is complete:

– In English– Includes responses to all elements, all

required forms, documents, etc.


Step 4B: Is it eligible for review?• Signed by CEO, CAO, Dean, PD

– Agree not to enroll students in professional/technical courses until Candidacy is achieved

– Agree not to increase class size or enroll more than one cohort per year until Accreditation has been achieved & eligible to seek substantive change

– Acknowledge CAPTE’s rules about the timing of the initial accreditation visit

• Candidacy Fee & conflict list have been submitted by the deadlines


Step 4B: Is it eligible for review?• AFC includes

– AFC checklist– Signature page– Preface with all required information

• Why program is a fit with the institution• Process and info used to determine need for program & class

size• Contingency plan

– If not provided with Notice of Intent, evidence that the institutional accrediting agency has approved the offering of the physical therapy education program/degree.

• If institutional accrediting agency approval is not necessary, an explanation of why is required.


Step 4B: Is it eligible for review?• AFC includes evidence of

– At least two qualified full-time faculty employed; (3 for PT programs after 1/1/16)

• Identification of all faculty needed to implement first year (first 2 years for PT programs after 1/1/16)

• At least one must be a PT– Program Director meets qualifications– Integrated and terminal full-time clinical experiences

• PTA programs (520-720 hours)

– PTA programs: • Program (incl gen ed, pre-reqs) can be completed in 5 semesters, 80

academic weeks or 104 calendar weeks– Sufficient clinical education placements to meet requirement


Sufficient Placements• Expectation has five parts:

– Contractual access to sites • Fully executed contracts (copy of 1st pg & sig pg in AFC)• If multiple locations ID’d in contract, include copy of info

– # placements available as per LOIs • LOIs for each site, on clinical site letterhead• Signed by representative at the site, with credentials noted

– For first full-time experience AND any part-time clinical experiences that precede it

• Only this data needed for AFC• BUT, should be looking for placements for all experiences

– Available prior to accreditation granted– Appropriate variety


Sufficient Placements• Variety issues that need to be addressed

– Program expectation for types of experiences– Clinical Education sequenced and integrated into the

curriculum• There are reasons for length/timing of CE experience

– Students NOT placed in sites they are NOT prepared for– Appropriate supervision

• Educational experience, not OJT or solely observation• Complies with state law

– Supervision provided by PTs (or PTAs if allowable)– Level of supervision meets state law


Determining Sufficient PlacementsThe “125% Rule”

For the purpose of determining that the “125% rule” has been met, we will only count placements that have

– Fully executed contracts, i.e., signed by all parties– Letters of Intent

• Signed by a contact located at the PT site that will be providing the clinical experiences

– It is acceptable for this signature to be in addition to the signature of another individual who is organizationally responsible for the CE program

• Sets a definitive number of placements– If a range is indicated, we will consider only the lower number for purposes

of determining whether the “125% rule” has been met


Determining Sufficient PlacementsLack of inclusion of placements in our count – means ONLY that the program has not provided

sufficient evidence that those placements can be used to determine that the “125% rule” has been met, which is a requirement for eligibility for review.

– is NOT a statement about the quality or appropriateness of any individual placement

– does NOT mean that the program cannot use those placements


Sample Table (with unacceptable info)Available Clinical Education Placements for First FT and preceding

Name of Institution: ABC College

Date: 12/12/14

# students enrolled charter class: 20

125% of the # students enrolled charter class: 25

Name (on contract) City, State

Date Contract Fully Executed

PT Contact AT SITE(signed LOI)

Date LOI Signed Type of Experiences

# Anticipated Placements as documented in LOI –

PT 644Part time

PT 666Full time

N/A

Associated PTSanta Fe, NM

11/4/13 Jane Doe, PT 1/12/14 OP Ortho Associated PT- EastTaos, NM

0

1

Karen Jones, PT 1/31/14 Associated PT- EastTaos, NM

1-2 0

Body WorksTaos, NM

1/6/14 Joe Smith, PT 2/20/14 OP Ortho 0 1

Still Nursing HomeSante Fe, NM

Sally Finn, PT 9/12/13 SNF 1 1

HealthNorth CorpPortland, ME

10/1/13 Frank Stein, PT 8/1/14 OP Ortho - Brookhaven PTTaos, NM

1 1

Bob Harris, PT 6/7/14 SNF: Bellport Nursing & Rehab, Albuquerque, NM

1 1

Chris Fossom, PT 4/2/14 OP Ortho: Strong PTSanta Fe, NM

0 1

Bob Harris, PT 7/7/14 IP Acute Care: Ruidoso G H Ruidoso, NM

0 1

Noreana Black, PT 5/22/14 OP Ortho: PT WorksTaos, NM

1 1-3

Robin McIntrye, PT 6/1/14 Home Care: Helping Hands Home Care Santa Fe, NM

0 1

Casa PTAlbuquerque, NM

6/20/14 Ann Brown, PT OP Ortho 0 1

Mercy HospitalSanta Fe, NM

4/1/14 Peter Green, PT 5/1/14 Acute CareOPSNF

1-21-20

2-31-21-2

Totals 10 (7) 20 (14)

If determined to be NOT eligible for review...

• Program notified of missing information– Opportunity to provide within two hours

• If still not eligible, opportunity to challenge the determination by informing staff of the challenge.

• Staff will immediately consult with the Chair of CAPTE (or a designee) to decide whether the staff determination should stand and will inform the program of the final determination (if not eligible, can request next available candidacy cycle)


AFC of Record

• Once determined to be eligible for review, the AFC submitted on the Portal is considered to be the

Application For Candidacy of Record• Except for the response to the Candidacy

Visit Report, no additional information may be added to it unless specifically requested by the Candidacy Reviewer, CAPTE or staff


Candidacy Process


Step 5A: CR Assignment

• Candidacy Reviewer assigned by staff– Experienced on-site reviewers

• Application for Candidacy made available to CR on portal


Step 5B: CR Visit• CR reviews document

– Under no obligation to review additional material provided before or during the visit unless requested

• CR makes 2 day (spread over 3) visit to verify that what is reported in the AFC is accurate.– Dates negotiated between CR and PD

• Half-day, Full-day, Half-day

– Interviews with pertinent individuals at institution– Review of space, support services– Review of on-site documents– Brief Exit Summary


Step 5C: CR Visit Report

• CR submits a written report to APTA for review and editing.

• Report sent to Program


Candidacy Process


Step 6: Respond to Visit Report• Program has opportunity to respond to the

Candidacy Visit Report– Correct errors of fact– Correct misinterpretations– Provide information requested by the Candidacy

Reviewer

• Response due 30 days after receipt of report; 4-5 weeks prior to CAPTE review

• No additional material accepted before the meeting, unless specifically requested by CAPTE or staff.


Candidacy Process


Step 7: CAPTE decision• Decision based on review of

– AFC– Candidacy Visit Report with Institution Comments

• Candidacy Visit Report • Response to the visit report

– Additional materials provided on request– Third-party comment, if any, & program response

• Decision made in light of established expectations for Candidacy

• Options: – Grant Candidate for Accreditation– Deny Candidate for Accreditation


Summary of Action• Feedback about progress to date

– Unsatisfactory progress– Other areas in need of further development– Suggestions for development

• All elements must be addressed in the program’s Self-study Report whether or not CAPTE has made a comment in the Candidacy SOA


What happens after Candidacy• Implementation of Program• Annual Report submission (abbreviated)• Reporting other changes• Prepare Self-study Report• Submit SSR and initial accreditation fee• On-site visit

– Penultimate term that charter class is enrolled– Submission of information regarding student clinical

performance

• CAPTE Accreditation Decision – before graduation of charter class


1st Accreditation Cycle


EAAR

AARSSRAAAR

AAR

AAR

Candidacy

AAAR

Common Issues that lead to Denial

• Faculty not qualified• No development plan(s), or inappropriate plans,

for questionably qualified faculty• Curriculum issues

– Incomplete/poorly constructed curriculum• Inappropriate sequencing of courses• Poorly written objectives • Limited demonstration of progression of learning• Lack of connection between content and objectives

– No PT in the picture (PTA programs)– Skills beyond scope of PTA


Common Issues that lead to Denial

• Safety issues– Critical safety indicators missing or non-specific– Practical examinations

• Under-developed / inappropriate assessment plans

• Clinical Education program/sites lacking• Failure to follow directions• Missing information


Due Process after Denial• Reconsideration of decision by CAPTE

– At either of the next two meetings– Expedited: on site

• Appeal of reconsideration decision to APTA – Appeal Panel appointed by APTA Executive

Committee


Withdrawal of Candidacy• CAPTE reserves right to withdraw candidacy if

situation changes such that CAPTE believes that the quality of the program is compromised– Most common reason is faculty leave and are not replaced

in a timely manner or with qualified individuals

• Adverse Decision subject to reconsideration and appeal

• Expect program to suspend classes at end of term and until situation is resolved


Communication

• Most communication with programs is via email only

• Candidacy Decision lists posted on web approx. 10 days after decisions– All decisions are reflected– Reasons for final adverse decisions (which

includes deny candidacy when final)

• What’s New (on web page)


Takeaways Revisited• This is a rigorous process designed to foster

quality from the beginning• We’ve given you a roadmap, follow the

directions• We mean what we say• The burden of proof is on the program• Do it right the first time• The Rules change frequently, keep up with

them

Questions??


Developing Program Workshop Department of Accreditation American Physical Therapy Association June...

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