communication (eg, regular meetings, conference calls) and those individuals involved For multi-site Programs, include the processes for assuring that the curriculum is being applied
Evidence 4.1.3.B Describe an example of a change made in the curriculum as a result of the ongoing review process (This may not be applicable to a new Program).
Example 1
(From The Jackson Clinics Orthopedic Physical Therapy Residency Program, 2009)
Due to course evaluations, the foot/ankle course by “Tim” will be expanded to two days next year.
Example 2
(Adapted from St. Catherine’s Rehabilitation Hospital & Villa Maria Nursing Center Post-professional Residency in Geriatric Physical Therapy, 2009)
As a result of the curricular review process, early on, the faculty realized that some material being taught in the former curriculum was now considered “entry-level” as the result of the transition to entry-level DPT degrees. Therefore, the linage with transitional DPT courses had to be eliminated. As a result, the faculty developed courses, lectures, and additional didactic content that was specific to the advanced training and practice of a geriatric PT. It was determined that the material would be taught in-house, rather than partnering directly with a school for this material. Some outside faculty is used in teaching this material, however the majority of the material is taught by in-house faculty. The curriculum was scrutinized by a consultant in educational curricular development (XXXX, PT, MS, EdD, FAPTA). The curriculum was also linked, topic by topic, to the DSP. The result was a new curriculum which was presented to the Advisory Committee, approved by them, and subsequently implemented.
Example 3
(From Army-Baylor University Doctoral Fellowship in Orthopaedic Manual Physical Therapy, 2009)
A major recent program change was in the research curriculum. Previous emphasis was on the fellows being participants in group, faculty-led projects. At the 2007 annual strategic planning conference, based on input from recent fellowship graduates and faculty, along with discussions with the Baylor Deans, the program formally delineated a program research agenda and proposed a curricular shift to a primary emphasis on individual doctoral projects with secondary emphasis on group projects. Currently, fellows now complete an individual research project (prospective, IRB-approved protocol) and defend this project at their oral research defense, while still participating in larger faculty-led group projects. In support of this, a new course (Evidence Based Practice and Research Design, PHT 5230) was approved by Baylor University and added to the curriculum in first semester to guide the fellow in formulating a research question and developing their individual research project protocol. Evidence of the effectiveness of this change is provided by all projects for the last graduating class being accepted for platform presentations during the research portion of the 2009 AAOMPT national conference.
Example 4
(From Hospital for Special Surgery Sports Physical Therapy Clinical Residency, 2009)
An example of a change made in the 2009 program curriculum was the additional of several formal lectures to better reinforce the learning potential for certain content areas of the curriculum. Feedback from the 2008 Sports Resident and observations made by the program director and XXX, PT, DPT, led to the addition of didactic lectures to the Sports Education Lecture Series on “Assessment & Management of
Internal Injuries”, “Facial & Dental Injuries in Sports” and “The Disabled Athlete”. These additions are expected to strengthen the curriculum in the content area of Internal Injuries in Sports, On-Field
management/Emergency Response and Special Populations respectively.
Example 5
(Adapted from Glendale Adventist Medical Center’s Orthopedic Physical Therapy Residency, 2009)
As a result of our recent meetings, our resident and mentors provided feedback regarding our preparation forms. In response to the feedback provided, we have altered our preparation form to make it more efficient for both the resident and the mentor to maximize their 1:1 mentor time.
Evidence 4.2.1 – Describe the mechanisms for determining the resident's or fellow’s initial
competence and safety within the clinical setting upon entry into the Program.
Example 1
(From St. Catherine’s Rehabilitation Hospital & Villa Maria Nursing Center Post-professional Residency in Geriatric Physical Therapy, 2009)
Upon entry in the program, resident’s initial competence and safety within the clinical setting is evaluated using the following criteria:
1. Licensure by the State of Florida, including completion of Florida required HIV/AIDS education, and Prevention of Medical Errors
2. Completion of the Florida Laws and Rules Examination 3. Current CPR certification
4. Must be competitive in areas of learning (letters of recommendation, statement of intent) 5. Completion of orientation to the facility
6. Completion of orientation to the residency program
7. Completion of the Resident Self-Assessment Tool
8. Observation of clinical skills by program faculty
Example 2
(From Hospital for Special Surgery Sports Physical Therapy Clinical Residency, 2009)
The following mechanisms are utilized to assess and ensure the resident’s initial competency and safety within the clinical setting.
All residents accepted into the program have the following credentials and experience:
• Graduation from an accredited Physical Therapy program
• Current Physical Therapy licensure in New York State
• One of the following: a current ATC designation, a current license as an EMT, or certification as an Emergency Responder
• Minimum of 2 or more years of experience, including 2 or more years of sports physical therapy experience OR one (1) year of sports physical therapy experience and one (1) year of experience as a certified athletic trainer (ATC) in a full-time setting.
OR
• Successful completion of HSS Sports Physical Therapy rotation to include attainment of clinical competency in Sports Physical Therapy
On entry into the program, the resident completes a knowledge inventory survey and the APTA Sports Physical Therapy Self-Assessment Tool for physical therapists. These instruments are reviewed with the resident by the program director. Any area’s deemed weak are given early attention via assigned
readings, one-to-one mentoring, case review, etc.
The resident receives a thorough orientation to the hospital, Rehabilitation Department, Sports
Rehabilitation & Performance Center, and the Sports Physical Therapy Clinical Residency program upon entry into the program. The first week of the program is dedicated to physical therapy observation. The
program director and/or the resident’s primary supervisor/mentor utilize the “Initial Hire Orientation/ Competency Form” to educate and assess the resident during the first 6 to 8 weeks of the program to ensure that all basic standards of competency are met. During his period, the resident receives one-to-one mentoring and is closely supervised by faculty physical therapists while providing patient care. The resident continues to receive supervision throughout the program as new skills and diagnoses are introduced.
Example 3
(Adapted from Kaiser Permanente Los Angeles Movement Science Fellowship, 2009)
The following mechanisms assist in ensuring the fellow’s initial competence and safety within the clinical setting:
1. All fellows accepted into the program successfully completed an APTA accredited (or equivalent if foreign trained) professional physical therapy curriculum.
2. All fellows accepted into the program have a current license to practice from the Physical Therapy Board of California.
3. Acceptance requirements are that the fellow has two years of clinical experience in orthopaedic physical therapy prior to initiating the program.
4. The application and selection process includes either 1) an observation of the applicant
performing a mock initial evaluation and treatment on a faculty member, or 2) a written/verbal recommendation from a member of the clinical faculty of either the Kaiser Permanente Southern California Orthopaedic Physical Therapy Residency or the Kaiser Permanente Fellowship
program or from an alumni or either of these three programs that has worked extensively with the applicant.
5. All fellows are required to attend the Kaiser Permanente new employee orientation that includes topics such as universal precautions, fire and disaster safety, and handling of hazardous materials. 6. All employees (including the fellows) at Kaiser Medical centers are required to be current with
their CPR – Basic Life Support certification.
7. A clinical faculty member begins clinical supervision of the fellow soon after the fellow initiates patient care activities at Kaiser Permanente.
Example 4
(Adapted from Glendale Adventist Medical Center’s Orthopedic Physical Therapy Residency, 2009)
The following mechanisms assist in ensuring the resident’s initial competence and safety within the clinical setting:
1. All residents accepted into the program have successfully completed an APTA accredited (or equivalent if foreign trained) professional physical therapy curriculum.
2. All residents accepted into the program have a current license to practice from the Physical Therapy Board of California.
3. If the applicant is newly graduated, a letter of recommendation from a clinical instructor is requested.
4. The application and selection process includes an observation of the applicant performing an initial evaluation and treatment on a ‘mock’ patient.
5. All residents are required to attend the Glendale Adventist Medical Center new employee orientation that includes topics such as infection control, fire and life safety, disaster orientation that includes topics such as infection control, fire and life safety, disaster preparedness and hazardous materials handling.
6. All employees (including the residents) of Glendale Adventist Medical Center are required to be current with their American Heart Association CPR for the Healthcare Provider.
7. A clinical faculty member begins direct clinical supervision of the resident immediately after the resident begins patient care activities.
Example 5
(From Army-Baylor University Doctoral Fellowship in Orthopaedic Manual Physical Therapy, 2009)
The following mechanisms ensure initial competency and safety within the clinical setting:
1. All fellows accepted into the program have successfully completed an APTA-accredited
professional physical therapy curriculum and have current licensure to practice Physical Therapy.
2. All fellows must have a minimum of 4 years practice in orthopaedic physical therapy.
3. All fellows attend the New Hospital Employee Orientation on topics such as fire safety, risk management, quality improvement, infection control, etc. Fellows also have a ½ day orientation to clinical policies and procedures, work flow, patient flow, equipment. Fellows sign all clinical policies and procedures at orientation and annually after that.
4. All fellows must have a current BLS certification.
5. All fellows must apply to the Credentials Committee and be granted clinical privileges at BAMC.
6. One week after starting patient care, clinical mentorship begins with a minimum of 4 hours per week for each fellow. Clinical faculty are available full-time on-site during all clinical practice time.