SUMMARY OF ACTION Program in Physical Therapy Florida Agricultural and Mechanical University 309 Ware-Rhaney Extension Tallahassee, FL
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1 Commission on Accreditation in Physical Therapy Education American Physical Therapy Association SUMMARY OF ACTION Program in Physical Therapy Florida Agricultural and Mechanical University 309 Ware-Rhaney Extension Tallahassee, FL On, the Commission on Accreditation in Physical Therapy Education made the following decision regarding the physical therapist education program at Florida Agricultural and Mechanical University. Status: ACCREDITATION Action Taken: Continue Accreditation with a WARNING Effective Date: Information Used to Make Decisions: Self-study Report received September 14, 2013 Visit Report with Institution Response received January 31, 2014 Comments from the Program Director Comments from the Team Leader Reason for Decision: The Commission's decision to continue accreditation status and place the program on Warning is based clear evidence of circumstances that may jeopardize the capability of the sponsoring institution to provide acceptable education experiences. Significant among the Commission s concerns are the following: Inadequate formal and comprehensive program assessment plan and activities, notably the clinical education program Inadequate formal and comprehensive long-term planning process and plan 3-year graduation rate below the minimum standard Warning shall be in effect only until the next regularly scheduled meeting of CAPTE at which time CAPTE will act on the information available to it. Warning shall be considered notice of impending Probationary Accreditation if evidence of improvement is not submitted by the institution prior to the next regularly scheduled meeting of CAPTE. The Commission's decision is also based on the belief that the program will, within two years, bring itself into compliance with the criteria noted in the Commission's Findings, which are attached. That compliance must be appropriately documented in a Compliance Report which will be used by the Commission to determine compliance with the criteria noted in the Findings and to monitor compliance with all the criteria. Failure to provide evidence of compliance in the identified areas will place the program in jeopardy of being placed on probation.
2 Graduate Performance: The Commission notes the following: 1) The program is meeting its mission as evidenced by meeting the educational needs of African-American and other ethnic minorities 2) The performance of the program graduates, as reported by the program in the Annual Accreditation Reports unless otherwise noted. (Data is included only from those years for which there is complete national data.) Student Achievement Program Gradates National Data Mean Range Standard Deviation Graduation Rate for students graduating 69.87% in 2009, 2010, 2011 Licensure Examination Pass Rate % ultimate Pass rate for students graduating in 2010, 2011, 2012* Employment Rate for students graduating in 2010, 2011, % *Reported by the Federation of State Boards of Physical Therapy; data current as of March 31, 2014 Next Activity: Compliance Report due August 15, 2014, related to issues identified on the following pages. Notices: The program is advised to heed the following notices which are appended: TWO YEAR LIMITATION ON BEING OUT OF COMPLIANCE ACCURATE PUBLIC DISCLOSURE OF THIS DECISION BY THE INSTITUTION REQUIRED STATEMENT OF ACCREDITATION STATUS PUBLIC NOTICE OF DECISIONS BY CAPTE PUBLIC NOTICE OF REASONS FOR DECISIONS RESPONSIBILITY TO REPORT CHANGE(S) NOTICES TWO YEAR LIMITATION ON BEING OUT OF COMPLIANCE CAPTE s recognition by the United States Department of Education requires a limitation of two years for programs to be out of compliance with an evaluative criterion. [34 CFR (a)(2)(iii)] When, after review of a Compliance Report, the program remains out of compliance with any criterion and sufficient progress toward compliance has not been demonstrated, CAPTE may act to place the program on probationary accreditation. CAPTE will place the program on probationary accreditation when a program remains out of compliance for 18 months. If the program continues to be out of compliance with any criterion at the end of the two year period following the initial finding that the program is out of compliance, CAPTE will withdraw accreditation unless CAPTE judges the program to be making a good faith effort to come into compliance with the evaluative criteria. CAPTE defines a good faith effort as - 2 -
3 1) a completed comprehensive assessment of the problem/issue under review, 2) an appropriate plan for achieving compliance within a reasonable time frame not to exceed two years, 3) a detailed timeline for completion of the plan, 4) evidence that the plan has been implemented according to the established timeline, and 5) reasonable assurance that the program can and will achieve compliance as stated in the plan. It is the program s responsibility to make the case that a good faith effort has been made. During the extension for good faith, probationary accreditation status will be maintained and the program s progress will be monitored. In no case, however, will an extension for good faith be longer than two years. ACCURATE PUBLIC DISCLOSURE OF THIS DECISION BY THE INSTITUTION The institution and program must make accurate public disclosure of the accreditation or preaccreditation status awarded to the program. Further, the United States Department of Education (USDE) requires all recognized accrediting agencies to provide for the public correction of incorrect or misleading information an institution or program releases about accreditation or preaccreditation status, contents of reports of on-site reviews, and accreditation or preaccreditation actions with respect to the institution or program. [34 CFR (d) and (e)] If the institution or program chooses to disclose any additional information, beyond the accreditation or preaccreditation status that is within the scope of the USDE rule, such disclosure also must be accurate. Any public disclosure of information within the scope of the rule must include the agency s street address, address and phone number: Commission on Accreditation in Physical Therapy Education, 1111 North Fairfax Street, Alexandria, Virginia 22314; accreditation@apta.org; (703) or (703) If the Department of Accreditation finds that an institution or program has released incorrect or misleading information within the scope of the USDE rule, then, acting on behalf of CAPTE the Department will make public correction, and reserves the right to disclose this in its entirety for that purpose. REQUIRED STATEMENT OF ACCREDITATION STATUS Once a program has been accredited, and for as long as it remains accredited, the program must use the following statement on all educational and promotional materials, including the institution/program web site, where the program s accreditation status is disclosed: [Name of Program] at [Name of Institution] is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, Virginia 22314; telephone: ; accreditation@apta.org; website: NOTE: If the institution offers other physical therapy programs not subject to accreditation by CAPTE (e.g., transitional DPT, post-professional degree program, residency or fellowship), the above statement must be edited to clearly indicate that the additional programs are not accredited by CAPTE. Additionally, the information available to the public regarding these programs must clearly state that they are not accredited by CAPTE. PUBLIC NOTICE OF DECISIONS BY CAPTE Following all decisions, including decisions to place a program on warning, probation or show cause, or to deny candidacy, withdraw candidacy, withhold accreditation, or withdraw accreditation, the Department of Accreditation will, within 24 hours of notifying the programs and institutions of the decisions, provide notice to the public by placing notice of the decisions on its web site
4 PUBLIC NOTICE OF REASONS FOR DECISIONS Effective November 2014, pursuant to expectations of the Council for Higher Education Accreditation, CAPTE will provide public notice of the reasons for its decisions to grant candidacy, or grant or reaffirm accreditation. These notices will be in addition to the notices of reasons for probation and for final adverse actions as required by the US Department of Education. RESPONSIBILITY TO REPORT CHANGE(S) The institution and program are responsible for notifying CAPTE of all reportable changes in the program prior to implementation. Unexpected changes are to be reported immediately after they occur. Reportable changes, some of which may require pre-approval, are described in Part 9 of CAPTE s Rules of Practice and Procedure ( It is the program s responsibility to be familiar with these expectations and to provide notification of program changes as required
5 Commission s Findings: The Commission on Accreditation in Physical Therapy Education judged the program to be in compliance with the intent of all the Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists except those noted below: The program was judged to be in NON-COMPLIANCE with the following evaluative criterion. Non-compliance means that the program has in place less than a substantial portion of the elements necessary to meet all aspects of the evaluative criterion. 1. CO-4. Graduation rates and employment rates are consistent with the program mission, goals, and expected student outcomes. Review of the Visit Report with Institution Response and the document entitled IR- RevisedProgramInformationForm.pdf indicates that the graduation rate for class years is 66%. Although the employment rate is 100%, the graduation rate is significantly below the minimum 3-year graduation rate of 80% required to be in compliance with this criterion. The Commission is unable to determine if attrition issues continue as neither the Visit Report nor the Self-study Report provided retention rate data for current cohorts. In an effort to improve the graduation rate, it is the expectation of the Commission that the program will 1) analyze all the factors which contribute to this rate, 2) develop a plan with a timeline to address the problem(s) identified, 3) describe the interventions in place for currently enrolled students, and 4) document the retention rates for students in current classes. A comprehensive assessment is expected that includes an analysis of factors that include, but are not limited to: admission criteria (e.g. GPA, GRE, prerequisites, volunteer hours); student services (e.g., counseling, advising, tutoring); and curricular and faculty issues (e.g., course sequencing, faculty availability). In the Compliance Report, provide evidence that the graduation rates are consistent with the program mission, goals and expected student outcomes and meet the three year 80% threshold that is required for this criterion. Provide evidence of a comprehensive assessment of all factors which have contributed to the graduation rate. Include an analysis of the factors the core faculty believe negatively impact graduation rates and identify the steps taken or planned, including timelines to implement and reassess, to address these factors. Finally, identify a timeline to come into compliance with this criterion. The program was judged to be in CONDITIONAL COMPLIANCE with the following evaluative criteria. Conditional compliance means that the program has in place a substantial portion, but not all, of the elements necessary to meet all aspects of the evaluative criterion. 1. P-3. The program has expected program outcomes that are based on its goals and reflect the activities of the program, core faculty, and students. The Self-study Report states that a program goal, in the response to criterion P-2, is to "deliver a comprehensive curriculum that is integrative, emphasizing strong foundational sciences, clinical - 5 -
6 sciences, critical inquiry, professional development, and clinical education using strategies that promote sound clinical decision making. However, the Self-study Report narrative response to criterion P-3 does not include an expected outcome related to this goal. Material submitted after the on-site visit appears to address this goal; however, the use of different terminology makes the expected outcome unclear. In the Compliance Report, provide 1) expected program outcome(s) related to this goal; 2) measures or other indicators of how the program determines that the expected outcome(s) is/are achieved; and 3) a description of how the expected outcome(s) reflect the related goal. 2. P-4. There is an ongoing, formal program assessment process that determines the extent to which the program meets its stated mission. The assessment process: (1) uses information from professional standards and guidelines and institutional mission and policies; (2) uses data related to program mission, goals, and expected program outcomes, program policies and procedures, individual core faculty, collective core faculty, clinical education faculty, associated faculty, communication, resources, admissions criteria and prerequisites, curriculum plan, clinical education program, and expected student outcomes; (3) identifies program strengths and weaknesses; (4) includes considered judgments regarding need for change; and (5) includes steps to achieve the changes, with anticipated dates of completion. The Self-study Report, including the appendices Physical Therapy Assessment.pdf and IR_ DPT_instructional programs assessment plan report_.pdf, provides a description of a program assessment plan that appears to be focused on the program s expected outcomes for the program, student, graduates and faculty. Appendix_DPT Assessment Process.pdf suggests the components delineated in this criterion are considered. The included matrix (Appendix 9: Table P- 4.2: DPT Program Strengths and Areas for Improvement Identified through Assessment and Plans for Change) identifies the strengths, items needing improvement, and action/responsible party. However, limited information is provided regarding the sources of data utilized in each area and the factors that would prompt discussion for change. As one example, Table P-4.2 indicates a revision of the admission process and that attrition and/or delay in graduation is an item needing improvement; however, no other information is provided that indicates a thorough assessment of the low graduation rate has been done and what changes, if any, have been implemented. Multiple documents are included in the Self-study Report, and it appears that different sets of expected outcomes are assessed in different documents. In addition, although the assessment process appears focused on demonstrating meeting the program s mission, goals and expected outcomes, it is unclear how the following component of the mission that is not addressed in goals and/or expected outcomes is assessed: promoting the elimination of health disparities among underserved segments of the population. In addition, review of the Self-study Report and Visit Report with Institution Comments indicates that not all aspects of the program that are delineated in this criterion are assessed; for example the clinical education program, which is further addressed below under criterion CP-4. A comprehensive, formal, and regular assessment plan that addresses all aspects of the program is not evident. In the Compliance Report, provide a full and detailed description of a program assessment plan
7 Provide a matrix that demonstrates assessment of the following aspects of the program: meeting the program mission, goals, and expected outcomes; program policies and procedures; individual core faculty; collective core faculty; clinical education faculty; associated faculty; communication, resources; admissions criteria and prerequisites; curriculum plan; and clinical education program. In the matrix, provide for each area being assessed: the sources of data utilized, timeframe and individuals responsible for the assessment, and factors or thresholds that would prompt discussion for potential change. In addition, provide a summary of data collected for each area of assessment and an analysis of the data. For any area that the analysis shows a weakness or a need for change, provide the changes determined to be needed, the timeline to implement, and reassess the effectiveness of the change. If a change is not driven by data, provide the rationale for the change. 3. P-5. The program has a formal, iterative, long-term planning process that occurs on a regular basis to improve the effectiveness of the program. The description of the 3-5 year plan provided in the Self-study Report does not have the expected detail that would result from a formal, iterative planning process. It is not clear from the Visit Report with Institution Response that a comprehensive long-term plan exists. For example, the "Instructional Programs Assessment Plan Report" identified in the institutional response only provides a framework for assessing expected student outcomes. While CAPTE recognizes that assessment information might inform a long-term planning process, it is unclear how this information is utilized in the development of a long-term planning process. CAPTE cannot determine that a formal, iterative, long-term planning process occurs on a regular basis that would be evidenced by a formal, written plan. In the Compliance Report, describe the formal, iterative, and comprehensive long-term planning process, including the role of the core faculty in this process. Provide a copy of the long-term plan that include goals and expected outcomes of the plan; resources needed, including the expected sources of the resources; planned activities, including timelines; and individuals responsible to achieve the outcomes/activities. 4. P-7. Policies, procedures, and practices that affect the rights, responsibilities, safety, privacy, and dignity of program faculty and staff are written, disseminated, and applied equitably. The Visit Report noted that, while the documents identified in the Self-study Report do not lead to policies and procedures of the sort referenced in this criterion, the link to Faculty Resources does provide access to the Faculty Handbook that contains policies and procedures relating to the rights and responsibilities of faculty. However, information about policies and procedures for staff was not provided. In the Compliance Report, provide the relevant written policies and procedures for staff. Identify how these policies are disseminated to staff members involved in the program
8 5. P-10. Policies, procedures, and practices that affect the rights, responsibilities, safety, privacy, and dignity of program students are written, disseminated, and applied equitably. The Visit Report noted that the Student Handbook does not contain policies and procedures governing use of standard precautions, storage and use of hazardous materials, emergency procedures, use and maintenance of equipment, and laboratory access by students outside scheduled class time. In its response to the Visit Report, the program concurred with this finding and indicated that the Student Handbook will be updated. In the Compliance Report, provide evidence that the Student Handbook has been revised to contain these policies and procedures. Provide a copy of the revised Student Handbook; if possible, highlight the changes made. Provide the specific page numbers where policies or procedures related to standard precautions, storage and use of hazardous materials, emergency procedures, use and maintenance of equipment, and laboratory access by students outside scheduled class time are found. Identify how students are informed of these changes. 6. P-14. The program conducts regular and formal assessment of its policies and procedures to determine the extent to which they meet program needs. This assessment includes review of the extent to which practices adhere to policies and procedures. The Visit Report indicated that faculty meeting minutes confirmed that some discussion of policies and procedures occurs during strategic planning sessions and regular faculty meetings. The Selfstudy Report contained an example of a change in grading policy that occurred as the result of faculty review of the policy. However, the description in the Self-study Report and the interviews reported in the Visit Report suggest the review of policies and procedures is ad hoc rather than formal and regular. The Commission expects that assessment of program policies be a part of the formal assessment process addressed in criterion P-4. In the Compliance Report, provide the process for this assessment in the program s response to criterion P-4. Under this criterion, provide the outcome of the last review, including the assessment of the extent to which practices adhere to policies and procedures. If it was determined that changes were needed, identify the change(s), the timeline to implement, and how students and faculty are informed of the change(s). 7. F-3. Each core faculty member has a well-defined, ongoing scholarly agenda that reflects contributions to: (1) the development or creation of new knowledge, OR (2) the critical analysis and review of knowledge within disciplines or the creative synthesis of insights contained in different disciplines or fields of study, OR (3) the application of findings generated through the scholarship of integration or discovery to solve real problems in the professions, industry, government, and the community, OR (4) the development of critically reflective knowledge about teaching and learning, OR (5) the identification and resolution of pressing social, civic, and ethical problems through the scholarship of engagement
9 Review of the faculty scholarship forms indicate that, for the most part, core faculty have ongoing scholarly agendas. However, review of the revised scholarship form for Professor Smothers indicated insufficient details about his on-going agenda or planned scholarship that would ensure future productivity. Although his form lists three planned activities, they all appear to be the same thing. The Commission notes that, while enrollment in a doctoral program may lead to scholarly productivity, doctoral studies do not constitute scholarship. In the Compliance Report, provide a revised Core Faculty Scholarship form for Professor Smothers that details his scholarly agenda over the next four years with timelines for completion and sources for peer-review dissemination of each planned activity. 8. F-9. The program administrator has the responsibility and authority for planning and administrating the program s financial resources. The program administrator works with core faculty and administrative officials of the institution in long-range planning to ensure that there is financial support for current and anticipated program needs, including support for the unique demands of clinical education, the admissions process, core faculty development, and support for scholarly activities, as well as the basic teaching functions of the program. Interviews by the on-site review team confirmed that the program director has authority described in the Self-study Report for planning and administering the program s budget. However, the description of the program director s responsibilities in the Policy Manual does not include information about budget responsibilities. In the Compliance Report, provide evidence that policies and procedures exist delineating the program director's responsibilities for planning and administering the program's budget. 9. F-12. The ACCE/DCE is effective in developing, conducting, coordinating, and evaluating the clinical education program. While the Visit Report confirmed that the ACCE is evaluated by the program director, it indicated that the assessment does not include formal assessments of the ACCE s effectiveness by students and clinical education faculty. In the Visit Report with Institution Response, the program confirmed this finding, indicating that it will initiate student focus groups following clinical placements to begin to collect feedback on the performance of the ACCE. The Commission expects that assessment of the ACCE is part of the formal assessment process to assess core faculty that is addressed in criterion P-4. In the Compliance Report, provide the process for this assessment in the program s response to criterion P-4. Under this criterion, provide evidence the assessment has been implemented and that the ACCE is effective
10 10. F-17. The ACCE/DCE determines if the clinical education faculty are meeting the needs of the program. This determination is based at a minimum on the assessment, in collaboration with the CCCE, of the clinical education provided by CIs who supervise the same student for at least 160 hours in a given academic year. The Self-study Report and Visit Report with Institution Response indicate that the program has not determined the collective developmental needs of clinical educational faculty. While individual CI assessment and development has occurred, collective clinical faculty development has not. The Commission expects that assessment of clinical education faculty are part of the formal assessment process addressed in criterion P-4. In the Compliance Report, provide the process for this assessment in the program s response to criterion P-4. Under this criterion, provide evidence that the collective developmental needs of clinical education faculty have been determined and clinical faculty development related to program needs has occurred. 11. F-21. The collective core faculty determine each student s readiness to engage in clinical education, including review of performance deficits and unsafe practices of the students. Review of the Self-study Report and Visit Report with Institution Response indicates that patient safety criteria for passing patient management skills courses are not well described or are absent. Therefore, the Commission is unable to determine how the program considers patient safety in course grading criteria and ensures that students are prepared to safely interact with patients/clients during the clinical education experience. In the Compliance Report, describe the mechanisms utilized by core faculty to determine that students are prepared to safely interact with patient/clients during clinical education experiences. 12. F-22. The collective core faculty is sufficient in number to allow each individual core faculty member to meet the teaching, scholarship, and service expectations (Criteria F1-F4) and to achieve the expected program outcomes through student advising and mentorship, admissions activities, educational administration, curriculum development, instructional design, coordination of the activities of the associated faculty, coordination of the clinical education program, governance, clinical practice, and evaluation of expected student outcomes and other program outcomes. Review of the Self-study Report response to criterion F-18 indicates that the program is seeking three additional core faculty members to increase the number of core faculty members from 6 to 9. The Self-study Report response to criterion F-22 indicates that the program has a sufficient number of core faculty and that the "program will be enhanced if the total core faculty FTE was increased from seven to nine." It is not clear to the Commission how the program determined the number of core faculty needed to allow each core faculty member to meet their role expectations described in this criterion. Although the program submitted a revised workload distribution form that included
11 the newly hired Dr Dalal, the form does not include all the categories requested on this form, making it difficult to assess faculty workload. In the Compliance Report, provide a detailed analysis used to determine the number of core faculty necessary to fully address the intent of this criterion. Submit a revised Core Faculty Workload Distribution form (using CAPTE s form) and a revised Curriculum Summary Form that reflects any changes in faculty roles in the program. An electronic copy of these two forms will be sent to the program. 13. F-23. The clinical education faculty (CCCEs and CIs) have a minimum of 1 year of clinical experience and demonstrate clinical competence in the area of practice in which they are providing clinical instruction. The ACCE provided updated information on the credentials of clinical instructors (CIs) to the onsite review team, but the Visit Report noted that the ACCE does not keep records of the number of years of clinical experience of CIs and that some CIs reported that their credentials were different from those reported by the program. The program concurred with this finding in their response to the Visit Report. Insufficient information is available to determine if the qualifications of CIs who provide clinical instruction to program students meet the program s requirements. The Commission expects that assessment of the clinical education faculty to be a part of the formal assessment process addressed in criterion P-4. In the Compliance Report, provide in response to criterion P-4 the process to assess if the clinical education faculty meet the program s expectations. Under this criterion, identify the program s expectations for the clinical competence of the CIs. Provide summary data and analysis of those data to determine if the CIs are meeting the program s expectations for clinical competence as well as the expectation of this criterion. 14. F-24. The clinical education faculty (CCCEs and CIs) demonstrate the ability to be effective clinical teachers, including the ability to assess and document student performance, including deficits and unsafe practices. The Self-study Report provided a description of the program's expectations for the clinical effectiveness of the clinical education faculty. However, the Visit Report indicates that there were no summary reports of CI teaching effectiveness on site. Therefore, the Commission cannot determine that the program has a plan and processes in place to formally and systematically determine the effectiveness of clinical education faculty as clinical teachers. The Commission expects assessment of the clinical education faculty to be a part of the formal assessment process addressed in criterion P-4. In the Compliance Report, provide the process for this assessment in the program s response to criterion P-4. Under this criterion, provide summary data and analysis of those data to determine the teaching effectiveness of CIs
12 15. F-27. Associated faculty have contemporary expertise in assigned content areas and in assigned teaching responsibilities, including effectiveness in teaching and student evaluation. The Visit Report noted that students expressed concern about the ability of non-pt associated faculty to teach clinical applications of course material. The program responded by describing a shifting of core faculty responsibilities such that non-pt core faculty are not teaching clinical courses. However, the Commission is unable to determine if all content related to clinical application is taught by a physical therapist with related contemporary expertise. For example, the syllabus for PHT 6151, which is taught by Dr Bosak, PhD, CSCS, HFS, appears to include objectives and seminar topics that have clinical applications. In the Compliance Report, identify the associated faculty who are currently teaching in the program and the courses or content areas for which they are responsible. Provide evidence that course content is taught by faculty with contemporary expertise related to assigned courses/content. If a non-pt associated faculty member is responsible for a course that includes clinically related content, provide evidence that the content is taught be a physical therapist with related contemporary expertise. 16. CP-4. There is ongoing and formal evaluation of the clinical education program. There does not appear to be an ongoing, formal process in place to assess all aspects of the clinical education program. Review of the Self-study Report and Visit Report with Institution Response indicates that not all components of the clinical education program are formally assessed and analyzed, notably the degree to which the practice in the clinical education sites meets the program s expectations; the adequacy of the number and variety of clinical education sites; the practice areas in which the program needs to develop additional sites; and the adequacy of the existing documents utilized in the clinical education program. The Commission expects that assessment of the clinical education program is a part of the formal assessment process addressed in criterion P-4. In the Compliance Report, provide the process for this assessment in the program s response to criterion P-4. Include a detailed description of the formal and systematic clinical education program assessment process, including copies of instruments used to collect data. Under this criterion, provide summary data and an analysis of the data. Describes changes, if any, made to the clinical education program as a result of the evaluation process, including the rational for the change(s). 17. CC-5.39d [The physical therapist professional curriculum includes content and learning experiences designed to prepare students to] Provide physical therapy interventions to achieve patient/client goals and outcomes, including Manual Therapy Techniques (including Mobilization/Manipulation Thrust and Nonthrust Techniques)
13 The Visit Report cited a lack of learning activities and objectives related to thrust vs. non-thrust manual therapy techniques. The Institution Response provided a psychomotor course objective related to non-thrust spinal manipulation, but no learning activities. In addition, the response only provided a PowerPoint presentation on thrust manipulation as an example of a learning activity. No objectives for thrust manipulation were provided nor any examples of psychomotor learning activities. Insufficient information was provided to demonstrate that students obtain knowledge of, and develop competency in, both thrust and non-thrust techniques. In the Compliance Report, provide course objectives and learning experiences that ensure both thrust and non-thrust techniques of the spine and extremities are taught to competence. 18. CC-5.55 [The physical therapist professional curriculum includes content and learning experiences designed to prepare students to] Provide culturally competent care to patients/clients in tertiary care settings in collaboration with other practitioners. The Visit Report noted objectives in courses PHT 5243 and 6719 that address this criterion, but it also noted a lack of related learning experiences in these courses. The program did not respond to this finding in the Visit Report with Institution Response. In the Compliance Report, document learning experiences that address students being prepared to provide care to patients in tertiary care settings in collaboration with other practitioners. Consultative Comments: 1. The program might want to consider the use of resources to assist with the clinical education assessment; for example, the following APTA documents, although not required by CAPTE, might be good resource tools: ACCE/DCE Performance Assessments for Self and Academic Administrators ACCE/DCE Performance Assessments for CIs and CCCEs ACCE/DCE Performance Assessments for Students (Criterion F-12) 2. The Commission recognizes that the program will have limited time before the Compliance Report is due and that the program may not be able to address all the issues addressed in this, especially the collection and analysis of data where it might not currently exist. The Commission expects that the Compliance Report due August 15, 2014 will at a minimum, provide detailed assessment processes with reasonable timelines to collect and analyze data that is not currently available
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