Transcript Policy Development in Physical Therapist Assistant Education

Mary Kay Solon, PT, MS
Faculty Development Workshop
University of Indianapolis
May 18, 2013
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Guides to help delineate decisions and courses
of action
Spell out required, prohibited or suggested
courses of action
Pre-decide issues and limit actions so that
repeated situations are handled in a similar
fashion
Intend to be overall guide
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Should be sufficiently specific to help guide
action but flexible enough to accommodate
changing conditions.
Should reinforce and be consistent with the
overall goals and objectives of the
organization.
Are relatively permanent plans.
Preamble
 Physical therapist assistant education occurs in
an institutional environment that supports
humanistic principles, inquiry, and dedication to
the service of society. The physical therapist
assistant education program must be integral to
institutional missions and be a logical extension
of its education and service programs. The
institution, through support for program faculty
and policies of the education program,
encourages its graduates to practice within the
legal, social, and ethical context of their careers
as physical therapist assistants.
Institutional policies, procedures and practices
are based on appropriate and equitable criteria
and applicable law. The policies, procedures
and practices assure nondiscrimination and
equal opportunity to persons involved with the
program.
Policies and procedures exist to protect the
rights and privileges of persons associated with
the education program. Policies and procedures
are in place and practices are described for:
 privacy and confidentiality
 due process
 complaints
Policies and procedures exist to ensure the
safety of persons associated with the program.
Policies and procedures are in place and
practices are described for:
 on-campus educational experiences.
 off-campus educational experiences.
 student competence prior to clinical
education.
Written agreements exist for the provision of
off-campus clinical experiences.
 Written agreements with clinical agencies
 Students only assigned to facilities with
proper contract
 Ongoing process for review of contracts
The institution provides a process for the
participation of core faculty in the governance
and in short and long term planning of the
program and the institution.
 rights and privileges commensurate with
other faculty
 support ongoing development
Policies and procedures exist which support
practices by the institution to facilitate
compliance with accreditation policies and
procedures. The written policies and procedures
delineate the responsibilities for accreditation
activities and are described for:
 fees and documentation
 substantive changes
 compliance with evaluative criteria within two
years
Student Policies and Procedures
 1.4.1. Student recruitment and admission
procedures and practices are based upon
appropriate and equitable criteria and
applicable law. Recruitment and admission
policies, procedures and practices assure
nondiscrimination and equal opportunity to
all students.
Students are provided with the current policies,
procedures, and relevant information about the
institution and program.
How do you do this???
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Often developed directly by PTA faculty
Must be consistent with institutional policy
Sometimes are shaped by exceptions that are
granted by specific situations
Some may be imposed by an outside agency
(government, CAPTE, clinical facility)
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Policies permit and require interpretation
Phrases like “as situation dictates” provide
flexibility
Omit all gender-specific wording (“he,” “she”)
Seek to avoid contradistinctions within
polices and between policies and their related
procedures.
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A guide to action
A series of related tasks, given in
chronological order, that constitute the
prescribed manned of performing the work
Developed for repetitive work to provide
uniformity in practice
Facilitate personnel training
Permit development of controls and checks
Are highly specific
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Specific tasks that must be done
The time and under what circumstances they
must be done
Who is to do the tasks (job title, not name)
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Determine its purpose and audience
◦ PTA Program Policy and Procedure Manual
◦ Student Handbook
◦ Clinical Education Handbook
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Use of flow charts and flow process charts
can be helpful
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Clearly list the way each step is to be
performed.
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Your institution
Your mission, philosophy, goals and
objectives
Your school or other source of policies
Your curriculum
The clinical environment
CAPTE
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Select three areas of your PTA Program where
policies need to be developed or revised
Determine what is driving the need
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Institution
CAPTE
Clinical sites
Faculty (advisors, instructors, counselors)
Student
Draft policies for each of these areas or
issues
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“Any program or activity that has as its
goals:
◦ enhancement of individual skills and
abilities;
◦ clarification of values;
◦ and development of increased faculty
motivation.’
Rothman and Rinehart 1990
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“Are those programs that help the faculty
member more effectively fulfill his or her
teaching, research, and service
responsibilities.”
Rothman and Rinehart 1990
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Evaluation areas that need to be strengthened
due to limited knowledge, skill and/or
experience
Development of goals
Development of plans
Implementation of faculty development plan
Periodic reassessment, including revision of
goals and plans.
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Misconceptions
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Underestimate need for development
Underestimate benefits of development
Belief that having great clinical skills is enough
Belief that being a great teacher is natural
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Insufficient instructional support
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Lack of literature I physical therapy teaching
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Institutional evaluation processes
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External evaluation processes
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Self-assessment
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Evaluate
Identify areas to be strengthened in the three
areas:
◦ Individual skills and abilities
◦ Clarification of values
◦ Development of motivation
And the following areas:
◦ Teaching
◦ Research
◦ Service
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Evaluate
Identify
Create Goals
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Measureable
Time frames
Realistic
No more than 3
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Time frames for completion
Grow with a friend
Search for creative ways to meet your goals
Must address improvement for work activities
Include rewards for completion
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Mission to address needs
Specific to the faculty
Specific to the learning environment
Addresses both theory and practice
Opportunities for practice and feedback
Allows for development of relationships
Knowledgeable faculty
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Faculty seminars: a learning community
where members work together toward shared
goals. May include:
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Reading lists
Interdepartmental activities
Projects
Discussion groups
Reciprocal observations
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Mentoring
Teaching portfolios, including
◦ Portfolio development
◦ Collaboration between faculty
◦ Peer review
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Collaborative grant writing
Virtual communities
Publications
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Education leadership Conference
APTA’s Credentialed Clinical Instructor
Program
Presentation at Chapter, CSM or Annual
Conference
CAPTE Self-Study Workshop
FSBPT Item-Writing Workshop
Education Section Membership
An anthology for Physical Therapy Educators
Professionalism in Physical Therapy: Core
Values Self-Assessment
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Decide on a timeline for completion of
components of the plan
Decide on a particular day/time that will be
devoted to faculty development.
Allow other faculty members the same
privilege.
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Faculty development is just as important as
clinical skill development.
New faculty are more likely to overestimate
their teaching abilities.
Seasoned faculty may not recognize the need
to continue to hone skills and develop
further.
Faculty development is an ongoing process.
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Rothman J and Rinehart M. A Profile of Faculty Development in
Physical Therapy Education Programs. Physical Therapy,1990, 19,
3, 310-313.
Peterson C and Sandhholtz J New Faculty Development: Scholarship
of Teaching and Learning Opportunities. Journal of Physical Therapy
Education. 100 ,19, 3, 23-29.
Peterson C and Umphred D. A Structured Faculty Development
Process for Scholarship in Young Faculty: A Case Report. Journal of
Physical Therapy Education. 2005 19, 3, 86-88.
Pagilarulo M and Lynn A. Priorities and Benchmarks for New Faculty
in Physical Therapist Education Programs: Perceptions of Program
Directors. Journal of Allied Health. 2004, 33, 4, 271-278.
Liebler J and McConnell C. Management Principles for Health
Professionals, 3rd Ed. Aspen. 1999, pp. 104-1113.