ABPTRFE 2018 Quality Standards for Clinical Physical Therapist Residency and Fellowship Programs Crosswalk

Transcription

1 ABPTRFE 2018 Quality Standards for Clinical Physical Therapist Residency and Fellowship Programs Crosswalk Evaluative Criteria (2013) Quality Standards (2018) Total pages: 38 Total pages: The program has a published statement of its mission, goals, and objectives and a system for evaluating the effectiveness of its program. [page 3] 1.1 Program mission [page 2] 1.3 Program goals that are reflective of the defined area of practice. [page 2] *Note: The new standards eliminate program objectives. The [program s] mission statement addresses the performance outcomes of the program, and the scope of practice for the area of clinical practice. [page 3] The program s mission statement, goals, and objectives are consistent with one another. [page 4] The program s mission, goals, and objectives are consistent with the mission of the sponsoring organization(s). [page 4] Participant goals with corresponding objectives. [page 4] The program has formal policies and procedures for the program participant including but not limited to: [page 4] The policies and procedures related to admission to the residency/fellowship program including the use of transfer credits. [page 4] Applicant qualifications will be evaluated by the program director through an established, formal procedure that includes an assessment of the applicant s ability to achieve the program goals and objectives. Further, the criteria used to evaluate applicants must be documented and understood by all involved in the evaluation and ranking process. [page 6] Program participants enrolled in a clinical residency or fellowship program must be licensed to practice physical therapy and 1.5 Key indicators used to annually monitor and measure the achievement of the program s mission, goals, and outcomes. Key indicates form the basis for evaluating participant performance and determining program effectiveness. [page2] 1.1 The mission statement communicates the program s purpose and commitment to providing quality advanced education to physical therapists in a defined area of practice that results in enhanced patient care. [page 2] 1.3 The program goals support the achievement of the [program] mission and communicate the ongoing efforts necessary to support continued sustainability. [page 2] 1.2 Program s mission statement aligns with the sponsoring organization s mission statement. [page 2] 1.4 The program develops outcomes that identify measureable behaviors reflective of the defined area of practice which describe the knowledge, skills, and affective behaviors participants gain upon completion of the program. [page 2] 3.3 Administrative Policies: The program publishes equitable administrative policies and implements consistent procedures designed to protect the participant and the program. [page 6] 3.1 Admission Criteria: The program publishes equitable admission policies and verifies the participant is eligible to practice based on state requirements. The program implements consistent procedures for evaluating each prospective participant s ability to be successful in the program and achieve their educational goals. [page 6] 3.1 Admission Criteria [page 6] *Note: The new standards soften the language from: licensed to practice physical therapy as well as policies 1

2 follow all applicable practice laws in the state(s) or jurisdiction where the clinical training for the program will occur prior to commencing the program. [page 5] Fellowship Admission Requirement: Participants in clinical fellowship programs must possess at least one of the following qualifications: 1) ABPTS specialist certification in the related area of specialty, 2) completion of an APTA accredited residency in a related specialty area, and/or 3) demonstrable clinical skills within a particular specialty area. [page 5] The policies and procedures related to academic retention within the residency/fellowship program including the requirements (eg, passing criteria on examinations, timelines, etc.) for the program participant to maintain active status within the program through graduation. [page 4] A policy and procedure related to academic remediation of the program participant and the criteria for dismissal from the program if remediation efforts are unsuccessful. [page 4] The program shall establish methods to identify and remedy unsatisfactory clinical or academic performance, and shall require that such remediation methods are distributed to, and acknowledged in writing by the program participant. [page 6] Nondiscriminatory policies and procedures for the recruitment, admission, retention, and dismissal of program participants. [page 4] A grievance policy or mechanism of appeal that ensures due process. [page 5] A termination policy and procedure that includes termination of the program participant that becomes ineligible to practice (eg, program participant cannot obtain licensure in the state or loses their temporary licensure and becomes ineligible to practice) and includes the employment status of a program participant related to temporary licensure/letter of authorization/authorization permit to: eligible to practice based on state requirements Fellowship Programs [page 6] *Note: The new standards remove the third admission qualification option (demonstrable clinical skills within a particular specialty area) Retention Policy [page 6] Remediation Policy [page 6] *Note: The new standards further clarify that the program must document and implement any necessary adjustments to the participant s customized learning plans, including remedial action(s) Non-Discrimination/Privacy/Confidentiality Policies: The program documents compliance with applicable federal, state, and local regulations including nondiscrimination, privacy, and confidentiality policies. [page 7] Grievance Policy [page 7] *Note: The new standards define: Due process is for the faculty and staff (not just the program participant); and The program publishes ABPTRFE s grievance policy that a participant can follow if issues are not resolved at the program level Termination Policy [page 6] *Note: The new standards require the program to establish procedures and timelines followed for termination. 2

3 should termination from the program occur. [page 5] A statement regarding how the program participant obtains malpractice and health insurance coverage. [page 5] The program ensures that its participants will have malpractice coverage while on clinical assignment and will encourage its participants to have health insurance, which may or may not be provided through the sponsoring organization at postprofessional student rates. [page 6] Policies concerning professional, family, and sick leave and the effect such leaves would have on the participant s ability to complete the program. [page 4] The program director, and when applicable, program coordinators will conduct essential orientation activities. Program participants will be oriented to the program to include its mission, goals, and objectives, program and organization policies and procedures, the applicable ABPTRFE accreditation regulations and standards, designated learning experiences, and the evaluation strategy of the program, faculty, and participants. The program director will orient faculty and staff to the program. [page 6] The program shall provide the participant a written contract/agreement/ letter of appointment. [page 7] The program maintains a record of current and past participants in the program. [page 7] The program has a patient/client population that is sufficient in number and variety to meet the educational purposes, goals, and objectives of the program. [page 8] Residency and fellowship programs must provide sufficient mentored clinical practice experiences for the most common diagnoses or impairments identified in the Description of Specialty Practice (DSP), the Description of Advanced Specialty Practice (DASP), the Description of Residency Practice (DRP), or practice analysis. Other learning experiences (observation, patient rounds, surgical observation, etc.) may supply sufficient exposure to less commonly encountered practice elements. [page 8] The program has a director whose skills and background meet the qualifications of the position description of program director. The program must have Malpractice Insurance [page 7] *Note: The new standards do not address health insurance Leave Policy [page 7] 3.2 Participant Orientation [page 6] *Note: The new standards do not suggest who within the program is responsible for participant orientation; rather, this is determined by the program Program Contract/Agreement/Letter of Appointment [page 6] *Note: The new standards clarify the intent that the contract/agreement/letter of appointment is signed by the participant, prior to commencing the program Participant Tracking [page 7] 4.1 Patient Population [page 9] *Note: The new standards eliminate reference to the DSP, DASP, and DSSP. The following new guiding documents for a program s curriculum replace the former documents: Description of Residency Practice (DRP): The documents contain relevant content from the specialty s DSP. Description of Fellowship Practice (DFP): A DFP will be created for all fellowship areas. AAOMPT is currently creating the DFP for orthopaedic manual physical therapy fellowship programs based on AAOMPT s recent practice revalidation study. 3.4 Program Director: The program director possesses the qualifications and experience in operations, financial management, and leadership to administratively oversee 3

4 in place development opportunities to allow the program director to meet all expectations as outlined by ABPTRFE. [page 17] The program has a sufficient number of faculty with demonstrated expertise in the needed areas of academic and clinical practice, including the appropriate credentials, to achieve the mission and goals of the education program. [page 18] all aspects of the program in support of the mission, goals, and outcomes. The program determines the role and responsibilities of the program director. [page 7] 3.6 Faculty: Individuals qualified by education and experience comprise the program s faculty based on their roles and responsibilities. The program s faculty possess the academic background, professional experience, and ongoing professional development to ensure the delivery of quality residency/fellowship education. [page 7] The faculty has the collective qualifications necessary to conduct the activities of the program. Those qualifications include the following: advanced clinical skills, academic and experiential qualifications, diversity of backgrounds appropriate to meet program goals, expertise in residency or fellowship development and design, and expertise in program and program participant evaluation. The faculty as a unit, including the program director or coordinator, have the qualifications and experience necessary to achieve the program goals through effective processes of program development, design, and evaluation of outcomes. Faculty members must have expertise in their area of clinical practice and teaching responsibility, effective teaching and evaluative skills, and a record of involvement in scholarly and professional activities. Judgment about faculty competence in a curricular area for which a faculty member is responsible is based on: 1) appropriate past and current involvement in specialist certification and/or advanced-degree courses; 2) experience as a clinician; 3) research experience; and 4) previous teaching experience (eg, classroom, clinical, in-service and/or continuing education, and presentations to, and attendance at, in-service or continuing education courses). [page 18] The program has an adequate number of didactic and clinical faculty to allow for: 1) teaching, clinical mentoring, administration, continuing individual counseling, mentoring of program participants by faculty, and supervision and conduct of clinical research throughout the period of study; 2) faculty involvement in residency or fellowship committee responsibilities; and 3) faculty activities that Qualifications [page 8] Quantity [page 8] *Note: The new standards eliminate: 2) faculty involvement in residency or fellowship committee responsibilities. 4

5 contribute to individual professional growth and development. [page 19] Clinical Residencies: At least one ABPTS-certified (current) clinician will serve on the faculty of the clinical residency program and be involved in all major areas of the clinical residency program including development of the curriculum, the supervision of clinical experiences, mentoring, and advising of participants. At least one fulltime faculty member will be ABPTS-certified (current) in the clinical residency program where full-time faculty exist. A sufficient number of ABPTS-certified (current) clinicians must serve on the faculty of clinical residency programs that are composed of part-time faculty. For multi-site programs there must be a clinical specialist on site unless the resident will be rotating to other sites where there is a clinical specialist or the clinical specialist will be rotating to the resident s site. [page 19] Clinical Fellowships: The same standards apply for the faculty of a clinical fellowship. The faculty must include at least one individual with substantial experience in the subspecialty area, which can be clearly documented. For orthopedic manual physical therapy fellowships, the faculty must include one FAAOMPT. In addition, mentoring in orthopedic manual physical therapy fellowship programs must be performed by a FAAOMPT. [page 19] The program has ongoing faculty development programs. Interpretive Guideline: Ongoing faculty development programs are designed to maintain and improve the effectiveness of each individual associated with the program and to improve the program as a whole. Resources for development need not be limited to money and may include such areas as mentoring, sharing of clinical expertise, release time for development activities, and participation in journal clubs. [page 20] The sponsoring organization and the program provide adequate services to the program participant to support successful completion of the program. [page 21] Residency and fellowship programs must be conducted only in those practice settings where Residency Faculty [page 8] *Note: The new standards eliminate the prescriptive criteria for sufficient faculty: At least 1 full-time faculty member will be ABPTS-certified (current) in the clinical residency program, where full-time faculty exist. A sufficient number of ABPTS-certified (current) clinicians must serve on the faculty of clinical residency programs that are composed of part-time faculty. At the same time, the new standards soften the following language: For multisite programs there must be a clinical specialist onsite unless the resident rotates to other sites where there is a clinical specialist or the clinical specialist will rotate to the resident s site. Instead, the new standards clarify the intent that all residents must have some mentoring from an ABPTScertified clinician in the area of specialty practice by adding: The program ensures the participant receives mentoring from an ABPTS-certified clinician in the area of specialty practice. For residency programs, not within an ABPTS-approved area of specialty, the program documents at least 1 individual with substantial experience in that defined area of practice Fellowship Faculty [page 8-9] *Note: The new standards eliminate the requirement that all mentoring hours for orthopaedic manual physical therapy fellowship programs are provided by a FAAOMPT Professional Development [page 9] 4.3 Support Services [page 10] 2.3 Program Delivery [page 5] 5

6 management and professional staff have committed to seek excellence in patient care, demonstrated substantial compliance with professionally developed and nationally applied practice and operational standards, and have sufficient resources to achieve the goals and objectives selected for the program. [page 21] The program has the financial resources that are adequate to achieve the program s stated mission, goals, and expected program outcomes (objectives) and to support the academic integrity and continuing viability of the program. Interpretive Guideline: For the protection of the participant in the program, the sponsoring organization demonstrates its support of the program, in part, by providing sufficient funding resources to sustain the program during the period of accreditation. [page 22] The program participants and program faculty have access to current publications and other materials in appropriate media to support the curriculum. [page 23] The program has a comprehensive curriculum that has been developed from, and is reflective of a valid analysis of practice and that incorporates concepts of professional behavior and ethics. [page 24] If a clinical program s focused area of clinical practice is not covered by a DSP, DRP, DASP, DSSP, or ABPTRFE approved analysis of practice, the program may develop its curriculum from an analysis of practice conducted in a manner consistent ABPTRFE Rules of Practice and Procedure. [page 25] The program provides a systematic set of learning experiences that addresses the content (knowledge, skills, and behaviors) needed to attain the performance outcomes for the program participants. [page 25] All residents must have a minimum of 150 hours of 1:1 mentoring and 75 instructional hours (eg, didactic, journal club, research, etc.) over the course of the program. [page 25] All fellows-in-training must have a minimum of 100 hours of 1:1 mentoring and 50 hours of advanced instruction (eg, didactic, journal club, research, etc.) within an area of subspecialty over the course of the program. [page 25] The required clinical mentoring hours includes the time that the participant spends with the physical therapist mentor in patient/client management, including examination, evaluation, diagnosis, prognosis, intervention, and outcome; 4.4 Financial Resources [page 10] Sponsoring Organization Financial Resources [page 10] 4.2 Education Resources [page 10] 2.1 Curriculum Development: The program s comprehensive curriculum is developed from and addresses the most recent version of the Description of Residency Practice (DRP), the Description of Fellowship Practice (DFP), or an ABPTRFE-approved analysis of practice. All curriculum components complement each other to enhance the participant s learning. The program s curriculum organization ensures congruency between didactic and clinical components. The curriculum provides a structure for the designation of types, lengths, and sequencing of learning experiences that ensures the achievement of the program s outcomes. [page 3] Program Length [page 4] Residency Program Hours [page 4] *Note: The new standards increase the educational/instructional hours from 75 to Fellowship Program Hours [page 5] *Note: The new standard increases the educational/instructional hours from 50 to 150, and the mentoring hours from 100 to Mentoring Focus: The program emphasizes the professional benefit of advanced clinical education through mentoring. The curriculum offers the participant individualized guidance on emerging and current best practices, patient care, and evidence-based practice in a 6

7 and discussion specific to patient/client management. Mentoring is provided at a postlicensure level of specialty practice (for residents) or subspecialty practice (for fellows-in-training) with emphasis on the development of advanced clinical reasoning skills. [page 25] Mentoring will be conducted in-person and the participant will be the primary patient/client care provider for a minimum of 100 hours of the 150 required mentoring hours for a residency and for a minimum of 50 of the 100 required mentoring hours for a fellowship. [page 25] defined area of practice. Mentors provide comprehensive oversight and consistent feedback throughout the length of the program focused on advancing the participant s knowledge and expertise in a defined area of practice. [page 5] Residency Program Hours [page 4] *Note: The new standards clarify that the remaining mentoring hours (beyond the 100 in-person hours) can be provided in-person, or using synchronous or asynchronous methodologies Fellowship Program Hours [page 5] *Note: The new standards increase both the number of in-person mentoring hours as well as the number of hours the fellow-in-training must be the primary patient/client care provider, from 50 to 75. In addition, the new standards clarify that the remaining mentoring hours (beyond 75 in-person hours) can be provided in-person, or using synchronous or asynchronous methodologies. Mentoring is not the same as providing clinical instruction to the entry-level physical therapist student. Mentoring is preplanned to meet specific educational objectives and requires the advanced knowledge, skills, and clinical judgments of a clinical specialist. In addition to teaching advanced clinical skills and decision making, the mentor also facilitates the development of advanced professional behaviors, proficiency in communications, and consultation skills. [page 26] The program will create a structure (the designation of types, lengths, and sequence of learning experiences) that facilitates achievement of the program s goals and objectives. The structure of the didactic and clinical curriculum must permit program participants to gain experience in diverse patient populations, a variety of disease states, and a range of complexity of patient populations as characterized by the DSP, DRP, DASP, or approved analysis of practice. [page 26] For orthopaedic manual physical therapy fellowship programs, the new standards: Increase the mentoring hours from 130 to 150. Decrease the number of in-person mentoring hours from 110 to Mentoring Focus: The program emphasizes the professional benefit of advanced clinical education through mentoring. The curriculum offers the participant individualized guidance on emerging and current best practices, patient care, and evidence-based practice in a defined area of practice. Mentors provide comprehensive oversight and consistent feedback throughout the length of the program focused on advancing the participant s knowledge and expertise in a defined area of practice. [page 5] 2.1 Curriculum Development (last sentence): The curriculum provides a structure for the designation of types, lengths, and sequencing of learning experiences that ensures the achievement of the program s outcomes. [page 3] Program Structure: The didactic and clinical curriculum permits participants to gain experience with a diverse patient population and a range of complexity of patient populations as characterized by the Description of Residency Practice (DRP), the Description of Fellowship 7

8 Sport Physical Therapy Residency programs must meet the following additional requirements: A clinic experience that allow for at least 40% sports physical therapy caseload. A minimum of 200 hours of sports physical therapy coverage at athletic venues. [page 27] Interpretive Guideline: The didactic and clinical portions of the curriculum must complement each other to enhance participant learning. [page 30] 3.2 The program director will award a certificate of completion/graduation to those who complete the program. The certificate must be issued in accordance with ABPTRFE Rules of Practice and Procedure regarding Authorized Statement and signed by the program director and administrator of the sponsoring organization. A certificate must not be issued to anyone who does not complete the program s requirements. [page 30] Residency: The residency program should be completed within a minimum of 1,500 hours, and in no fewer than nine (9) months and no more than 36 months. [page 30] Fellowship: The fellowship program should be completed within a minimum of 1,000 hours, and in no fewer than six (6) months and no more than 36 months. The orthopedic manual physical therapy fellowship should be completed in no fewer than eleven (11) months. [page 30] Practice (DFP), or an ABPTRFE-approved analysis of practice [page 3] Program Structure [page 3] *Note: The new standards reference that the curriculum must be reflective of the Description of Residency Practice (DRP) for that area of practice. Information regarding required patient populations and clinic settings for sports residency programs are defined within the Sports DRP. 2.1 Curriculum Development: The program s comprehensive curriculum is developed from and addresses the most recent version of the Description of Residency Practice (DRP), the Description of Fellowship Practice (DFP), or an ABPTRFE-approved analysis of practice. All curriculum components complement each other to enhance the participant s learning. The program s curriculum organization ensures congruency between didactic and clinical components. The curriculum provides a structure for the designation of types, lengths, and sequencing of learning experiences that ensures the achievement of the program s outcomes. [page 3] 2.5 Completion: The program verifies that the participant meets completion requirements. The program director awards a certificate of graduation to the participant who completes the program. The certificate is issued in accordance with the ABPTRFE Rules of Practice and Procedure Authorized Statement and signed by the program director and administrators of the sponsoring organization. A certificate is only issued once the participant completes all program requirements. [page 5] Program Length [page 4] *Note: The new standards increase the minimum program length to 10 months and the maximum program length to 60 months Residency Program Hours [page 4] *Note: The new standards increase the minimum program hours from 1,500 to 1, Program Length [page 4] *Note: The new standards change the minimum program length to 10 months and increase the maximum program length to 60 months for all fellowship programs (inclusive of orthopaedic manual physical therapy fellowship programs) The program must include a variety of instructional methods to include classroom instruction, laboratory Fellowship Program Hours [page 5] Educational Methods: The program integrates a variety of educational methods to ensure the participant s advancing level of mastery. Educational 8

9 instruction, clinical practice, and mentoring to achieve the performance outcomes. [page 31] Instructional methods are based on content and learning experiences and may vary according to participant s needs. To ensure the safety of patients/clients and the competency of clinicians, a program must provide clinical mentoring in accordance with criterion [page 31] The program has a system for evaluating its goals (identified in 1.2.1) at least annually. [page 34] The program has a system for evaluating its clinical and didactic faculty, which includes assessment of teaching ability, professional activities, clinical expertise, mentoring, and service. When determining teaching effectiveness, multiple sources of data are collected, including evaluations by program participants. [page 34] The program has an ongoing process for periodic review of the curriculum and making appropriate revisions, based on measurable performance outcomes. This process shall be conducted at least annually. [page 35] 4.2 The program will utilize a competency-based approach for the evaluation of participant performance in the accomplishment of the program s goals and objectives, and participant self-assessment of their performance. [page 35] methods are appropriate to each of the curriculum content areas and reflective of the program outcomes. [page 3] 2.2 Program Requirements: The program demonstrates compliance with minimum requirements that provides physical therapists with learning experiences resulting in advanced professional competence and increased quality patient care. [page 4] 2.4 Mentoring Focus: The program emphasizes the professional benefit of advanced clinical education through mentoring. The curriculum offers the participant individualized guidance on emerging and current best practices, patient care, and evidence-based practice in a defined area of practice. Mentors provide comprehensive oversight and consistent feedback throughout the length of the program focused on advancing the participant s knowledge and expertise in a defined area of practice. [page 5] 5.1 Program Assessment: The program implements a plan and collects data from key indicators used to annually evaluate the achievement of its mission, goals, and outcomes. [page 10] 5.4 Faculty Evaluation: The program establishes an annual process for evaluating faculty which may include an assessment of teaching ability, professional activities, clinical expertise, mentoring, and adequate participant support. When determining faculty effectiveness, the program identifies benchmarks and gathers data from multiple sources. Mentor performance is evaluated through direct observations by the program director/coordinator. Annually, faculty receive feedback results for continuous improvement purposes. [page 11] *Note: The new standards emphasize faculty receiving feedback, at least annually, on the results of their performance evaluations. 5.6 Program Effectiveness [page 11] Assessments: The program implements assessments designed to evaluate the participant s performance based on established measures. The program s formative and summative methods evaluate the participant s mastery of curriculum content based on performance measures and feedback provided in a timely manner. A variety of assessments evaluate the participant s initial and advancing levels of knowledge, practice, application of evidence-based practice principles, and competence as characterized in the Description of Residency Practice 9

10 (DRP), the Description of Fellowship Practice (DFP), or an ABPTRFE-approved analysis of practice. At a minimum, one written examination and two live patient practical examinations are required throughout the program. [pages 3-4] The program faculty determines that the participant is competent and safe to function upon entry into the program. [page 35] The program faculty establishes, assesses, and evaluates the participant s performance on an ongoing basis, based on established assessment criteria including a minimum of one (1) written examination and two (2) live patient/client practical examinations over the course of the curriculum. [page 36] The program will establish a process for tracking participants progress towards achievement of the program and participant s goals and objectives. Overall progress toward achievement of the program s outcomes will be assessed at regular intervals throughout the duration of the program. Any necessary adjustments to the participants customized learning plans, including Residency Programs Core Competencies: The program integrates the following competencies when evaluating achievement of the participant s goals and outcomes. The program monitors and measures the achievement of the participant s seven core competencies: Clinical reasoning Knowledge for specialty practice Professionalism Communication Education Systems-based practice Patient management [page 4] Assessments Specifically: A variety of assessments evaluate the participant s initial and advancing levels of knowledge, practice, application of evidence-based practice principles, and competence as characterized in the Description of Residency Practice (DRP), the Description of Fellowship Practice (DFP), or an ABPTRFE-approved analysis of practice. [page 4] Assessments: The program implements assessments designed to evaluate the participant s performance based on established measures. The program s formative and summative methods evaluate the participant s mastery of curriculum content based on performance measures and feedback provided in a timely manner. A variety of assessments evaluate the participant s initial and advancing levels of knowledge, practice, application of evidence-based practice principles, and competence as characterized in the Description of Residency Practice (DRP), the Description of Fellowship Practice (DFP), or an ABPTRFE-approved analysis of practice. At a minimum, one written examination and two live patient practical examinations are required throughout the program. [pages 3-4] 5.2 Participant Progress: The program establishes a consistent process for tracking the participant s level of achievement of the program outcomes against identified benchmarks. Overall participant progress is assessed at regular intervals to ensure timely completion and appropriate progression of participant advancement. [page 10] 10

11 remedial action(s) will be documented and implemented. [page 36] The program regularly collects information about the post-graduation performance of the residency or fellowship graduate, which is used for program evaluation and modification. [page 38] New Standards: 5.5 Participant Post-Completion Performance [page 11] *Note: The new standards change language from: for program evaluation and modification to: for program evaluation and continuous improvement Patient Outcomes: The curriculum design provides the participant with the knowledge, skills, and affective behaviors to manage patient care in support of improved patient outcomes through the integration of didactic instruction, focused practice, and application of evidence-based practice principles. The program effectively uses mentoring to guide the participant through developing patient care plans based on best practices. [page 3] 3.4 Program Coordinator: A program coordinator is appointed if a program director does not meet the following required qualifications and clinical experience in the program s defined area of practice. The program coordinator is responsible for overseeing the curriculum and ensuring it comprehensively incorporates the requirements in the Description of Residency Practice (DRP), the Description of Fellowship Practice (DFP), or an ABPTRFE-approved analysis of practice. The program coordinator is a licensed physical therapist who completed either 1) ABPTS board certification plus one year of clinical experience or an accredited residency/fellowship within the defined area of practice plus one year of clinical experience; or 2) obtained a minimum of five years of clinical experience in the defined area of practice. [page 7] Residency Program Mentors Qualifications: Mentors for residency programs are required to be physical therapists who are either: 1) ABPTS board-certified specialists in the program s area of practice, or 2) graduate of an ABPTRFE-accredited residency/fellowship program in that area of practice, or 3) possess significant and current experience (minimum of 3 years) in the program s area of practice. [page 9] Fellowship Program Mentor Qualifications: Mentors for fellowship programs are required to be physical therapists who are either: 1) ABPTS board-certified specialists in the program s related area of practice and with experience in the area of subspecialty, or 2) graduate of an ABPTRFE-accredited residency/fellowship program in that related area of practice and with experience in that area of subspecialty, or 3) possess significant and current experience (minimum of 2 years) in the subspecialty area. [page 9] 4.5 Teach-Out Commitment: The program and sponsoring organization commits to teaching out participants who are currently enrolled if it is deemed necessary to discontinue offering the program. [page 10] 5.3 Program Director and Program Coordinator Evaluation: The program establishes an annual process for evaluating the program director and coordinator (as applicable) including adequate administrative program oversight, evaluation of program participants, and appropriate allocation of resources against identified benchmarks based on responsibilities. [pages 10-11] 5.7 Outcomes Publication: The program annually publishes outcomes data that communicates program performance indicative of participant achievement. [page 11] Evaluative Criteria Eliminated The sponsoring organization of the program has a set of realistic goals consistent with its mission statement, which sets forth the sponsoring organization s intentions, including a consideration of resources, programs, processes, and outcomes. [page 2] The sponsoring organization has a system for evaluating itself as related to its mission and goals. [page 3] 11

12 1.2.1 Eliminated program objectives [page 3] A policy on confidentiality safeguards for medical records and personal information (patient/client care). [page 4] A policy and procedure on the protection of human subjects, consistent with the type of research being conducted by the participant. [page 4] A policy on safety regulations (patient/client care). [page 4] For those residency/fellowship programs that allow transfer credits for didactic coursework previously taken with the sponsoring organization by program participants upon entrance into the program, the following policies must be followed: a. The prior coursework taken must have been taken at the sponsoring organization for the residency/fellowship program within the last 2 years from starting the residency/fellowship program and that previous coursework must match EXACTLY with what is currently being taught in the residency/fellowship program. Any changes to course content prevents a resident/fellow from receiving past credit. b. A maximum of 10 hours of credit may be given towards the 1500/1000 residency/fellowship hours respectively that are required for accredited programs. [page 5] *Note: Within the new standards, programs that allow transfer credits will need to provide their policy within the self-evaluation report (application). Programs awarding transfer credits need to document policies and processes that align, and are consistent with, higher education best practices Sports Physical Therapy Residency and Fellowship Additional Admission Requirement: The resident must possess one of the following: a current ATC designation, a current license as an EMT, or certification as an Emergency Medical Responder via an American Red Cross course PRIOR to commencing the program. [page 5] *Note: Within the new standards, the sports residency/fellowship program can determine when a participant should undergo EMR certification (eg, prior to initiating on-field training) A policy and procedure related to the availability of, and accessibility to educational advising and counseling for both didactic and clinical aspects of the program. [page 4] A probationary period policy, if applicable. [page 5] Elimination of policies related to health insurance [pages 5-6] The program has sufficient number of clinical faculty to ensure that the participant s service delivery tasks and duties are primarily learning oriented. Educational considerations should take precedence over service delivery and revenue generation. [page 19] Orthopaedic Manual Physical Therapy Fellowship Faculty Requirements: mentoring in orthopedic manual physical therapy fellowship programs must be performed by a FAAOMPT. [page 19] Two or more practice sites, or a sponsoring organization (eg, college/university or health system) working in cooperation with one or more practice sites, may provide a physical therapy residency or fellowship program. a. Physical therapy residency and fellowship programs are dependent on the availability of a sufficient patient population base and professional practice experience to satisfy the requirements of the corresponding DSP, DASP, DRP, or analysis of practice. 12

13 b. Sponsoring organizations must maintain authority and responsibility of quality of their residency or fellowship program. c. A mechanism must be established that designates and empowers an individual to be responsible for directing the program and for achieving consensus regarding the evaluation and ranking of applicants to the program. [page 21] Sponsoring organizations and practice sites must have contractual arrangement(s) or signed agreement(s) that define clearly the responsibilities for all aspects of the residency or fellowship program. [page 21] The program s curriculum incorporates concepts of professional behavior and ethics. [page 24] *Note: These concepts are already included within the resident competencies, DRP, and DFP documents, therefore, the program s curriculum must be inclusive of these concepts Clinical Residency: A clinical residency program shall develop its curriculum from the most recent version of a Description of Specialty Practice (DSP), which is the published result of a practice analysis, recognized by the American Board of Physical Therapy Specialties (ABPTS) that underlies a specialty area recognized by ABPTS. A DSP is produced by a Specialty Council, a body appointed by ABPTS. The program s curriculum must cover the entire corresponding DSP. If the most recent version of a DSP was published less than one year before a clinical residency program submits its application, it may develop its curriculum from the prior version. However, in such a case the Council or ABPTRFE may require the program, at or before its site visit, to describe its plan for updating the curriculum. If ABPTRFE accredits such a program, then its first annual report must describe its plan for updating the curriculum. [page 24] *Note: The new standards eliminate reference to the DSP. ABPTRFE has created new curriculum guiding documents for residency programs called the Description of Residency Practice (DRP). The DRP documents contain relevant content from the specialty s DSP Clinical Fellowship: A clinical fellowship program shall develop its curriculum from the most recent version of a Description of Subspecialty Practice (DSSP) or an ABPTRFE approved analysis of practice. The program s curriculum must cover the entire corresponding DSSP or ABPTRFE approved analysis of practice. If the most recent version of a DSSP or ABPTRFE approved analysis of practice was published less than one year before a clinical fellowship program submits its application, it may develop its curriculum from the prior version. However, in such a case the Council or ABPTRFE may require the program, at or before its site visit, to describe its plan for updating the curriculum. If ABPTRFE accredits such a program, then its first annual report must describe its plan for updating the curriculum. [page 24] *Note: The new standards eliminate reference to the DSSP. ABPTRFE has created new curriculum guiding documents for fellowship programs called the Description of Fellowship Practice (DFP) Orthopaedic Manual Physical Therapy Fellowship: A program that is an orthopaedic manual physical therapy fellowship shall develop its curriculum from the most recent version of the Description of Advanced Specialist Practice (DASP) issued by the American Academy of Orthopaedic Manual Physical Therapists (AAOMPT). However, if the most recent version of the DASP was published less than one year before an orthopaedic manual physical therapy fellowship program submits its application, it may develop its curriculum from the prior version. However, in such a case the Council or ABPTRFE may require the program, at or before its site visit, to describe its plan for updating the curriculum. If ABPTRFE accredits such a program, then its first annual report must describe its plan for updating the curriculum. [page 25] *Note: The new standards eliminate reference to the DASP. ABPTRFE has created new curriculum guiding documents for fellowship programs called the Description of Fellowship Practice (DFP). AAOMPT is currently creating the DFP for orthopaedic manual physical therapy fellowship programs based on AAOMPT s recent practice revalidation study. 13

14 3.1.2 The didactic instruction may include a variety of educational opportunities, including but not limited to, case review, didactic classroom instruction, chat room, problem solving sessions, clinical rounds, and other planned educational experiences. *Note: The corresponding glossary of terms for the new standards will define what curriculum aspects constitute instructional hours Orthopedic Manual Physical Therapy Programs must meet the following additional requirements: a. A minimum total of 1,000 hours with at least 90% orthopedic case load that includes: A minimum of 200 hours of theoretical/cognitive and scientific study in OMPT knowledge areas. A minimum of 160 hours, including 100 hours spinal and 60 hours extremity, practical (lab) instruction in OMPT examination and treatment techniques. A minimum of 440 hours of clinical practice with an orthopedic manual physical therapist instructor available. A minimum of 130 hours (of the 440 hours) of clinical practice must be under the direct 1:1 clinical mentoring of the instructor in which the fellow-in-training must serve as the primary clinician responsible for the patient/client s care for 110 of these 130 hours. The remaining 20 hours of the 130 hours may be devoted to observation, discussion, and interaction with the mentor on patient/client management. Mentoring should be distributed over the duration of the fellowship. Mentoring must be provided by a member of AAOMPT. A minimum of 40 hours (within the 440 hours) of interaction with the clinical instructors in non-patient care situations must be included in the curriculum. The focus of these hours should be related to clinical problem solving. Various methods may be employed including small group tutorials and chat room discussions between peers and clinical faculty, onsite or phone/web-based technology interaction. [pages 26-27] *Note: The new standards eliminate additional curriculum criteria for orthopaedic manual physical therapy fellowship programs The program director and, when applicable, program coordinator will customize the training program for the participant based upon an assessment of the participant s entering knowledge, skills, attitudes, and abilities and the participant s interests. Any discrepancies in assumed entering knowledge, skills, attitudes or abilities will be accounted for in the participant s customized plan. Similarly, if a criteria-based assessment of the participant s performance of one or more of the required program objectives is performed and judged to indicate full achievement of the objective(s), the program is encouraged to modify the participant s program accordingly. This would result in changes to both the participant s goals and objectives established by the program, and to the schedule for assessment of participant performance. The resulting customized plan must maintain consistency with the program s stated mission and goals. Customization to account for specific interests must not interfere with achievement of the program s goals and objectives. The customized plan and any modifications to it, including the participant s schedule, must be shared with the program participant and all faculty, including mentors. [pages 35-36] Orthopedic Manual Therapy Fellowship Additional Requirements include a minimum of: a. Four technique examinations on models and/or patients/clients with a minimum of one technique demonstrated during each exam. b. One patient exam with a spinal/axial focus. (Ideally one evaluation and two follow-ups). The fellow-in-training is required to demonstrate skill in application of low velocity and high velocity manipulative (thrust) techniques. Practicum and oral discussion are part of this exam. 14

15 c. One patient exam with a peripheral/appendicular focus (Ideally one evaluation and two followups). The fellow-in-training is required to demonstrate skill in application of low velocity and high velocity manipulative (thrust) techniques. Practicum and oral discussion are part of this exam. d. Oral defense: the fellow-in-training should be able to orally defend the examination and treatment decisions following each patient examination. e. Ongoing informal assessments of clinical competence. [page 36] Sports Physical Therapy Residency Additional Requirements include a minimum of: a. Four technique examinations on such topics as rehabilitation techniques, advanced evaluation techniques, manual therapy techniques. b. One patient examination in the clinic for each: knee, ankle, spinal/axial, and upper extremity. c. Direct observation of a patient examination on the field for both contact and non-contact sport (the observation of the examination may be administered by a physical therapist, an athletic trainer, or team physician, however the final determination of pass/fail will be made by the physical therapist overseeing the resident s athletic venue experience). d. One patient examination for pre-participation screen. e. One patient examination for wellness evaluation. f. One patient examination for functional testing for return to sport for each: knee, ankle, spinal/axial, and upper extremity. [pages 36-37] 15