Course Title: Rip- Assessment
Type: Assessment
Description: Rip is an 80-year-old male with a 1-year diagnosis of Parkinson's Disease. He has
experienced multiple falls with injury, including pelvic fracture. He was referred to physical
therapy by his primary care physician and has been receiving physical therapy at an outpatient
clinic. You are the physical therapist assigned to complete Rip's re-evaluation today.
Average Time for Mastery Level Competency: 60 minutes
The template can be adjusted based on how you use and implement the simulations in your
curriculum. Additional CAPTE standards can be covered within a Simucase simulation when
supplemental activities are completed. Supplemental activities with corresponding CAPTE
standards include:
7D24 Establish a safe and effective plan of care in collaboration with appropriate
stakeholders, including patients/clients, family members, payors, other professionals and
other appropriate individuals.
7D30 Monitor and adjust the plan of care in response to patient/client status.
This product and portions thereof are manufactured under license from Case Western Reserve University.
U.S. Pat. Nos. 9,911,352; 10,089,895.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 1
Standard 1
The program meets graduate achievement measures and program outcomes related to its
mission and goals.
REQUIRED ELEMENTS:
1A The mission
1
of the program is written and compatible with the mission of the institution, with the
unit(s) in which the program resides, and with contemporary preparation
2
of physical therapists.
Evidence of Compliance:
Narrative:
Provide the mission statements for the institution, the unit(s) in which the program resides, and the program.
Describe the congruency of the program’s mission statement with the institution and unit(s) missions.
Describe the consistency of the program’s mission with contemporary professional expectations for the preparation
of physical therapists.
Appendices & On-site Material: See SSR Instructions & Forms
1B The program has documented goals
3
that are based on its mission, that reflect contemporary
physical therapy education, research and practice, and that lead to expected program outcomes.
Evidence of Compliance:
Narrative:
Provide the goals, including those related to:
o Students and graduates (e.g., competent practitioners, leaders in the profession);
o Faculty (e.g., adding to the body of knowledge in physical therapy, achieving tenure and/or promotion,
involvement in professional associations, improving academic credentials); and/or
o The program (e.g., contributing to the community, development of alternative curriculum delivery models).
Describe how the goals reflect the program’s stated mission.
Appendices & On-site Material: See SSR Instructions & Forms
1C The program meets required student achievement measures
4
and its mission and goals as
demonstrated by actual program outcomes.
1C1 Graduation rates
5
are at least 80% averaged over two years. If the program admits
more than one cohort per year, the two year graduation rate for each cohort must be at
least 80%. When two years of data are not available, the one-year graduation rate must
be sufficient to allow the program to meet the expectation for a two-year graduation rate
of at least 80%.
Evidence of Compliance:
Portal Fields:
Provide graduation data for the most recent two years for which there is full data in the section entitled Graduation
Rate Data for the years identified on the Portal. Use the Graduation Rate Table (forms packet) to collect the
graduation data. Identify the number of cohorts admitted each year; data will be required for each cohort.
1
Mission: A statement that describes why the physical therapist education program exists, including a description of any unique features of the program.
[The mission is distinct from the program’s goals, which indicate how the mission is to be achieved.]
2
Contemporary preparation: Reflects the minimum skills required for entry-level preparation of the physical therapist and the needs of the workforce as
documented by the program. Contemporary preparation requires preparation for evidence based practice.
3
Goals: The ends or desired results toward which program faculty and student efforts are directed. Goals are general statements of what the program
must achieve in order to accomplish its mission. Goals are long range and generally provide some structure and stability to the planning
process. In physical therapist education programs, goals are typically related to the educational setting, the educational process, the scholarly
work of faculty and students, the service activities of faculty and students, etc.
4
Graduate and Student Achievement Measures: The measures of outcome required by USDE (graduation rate, licensure pass rate, employment rate).
5
Graduation Rate: The percentage of students who are matriculated in the first course in the professional program after the drop/add period and who
complete the program.
Rip Simucase Assessment
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 2
Narrative:
Identify the 2-year graduation rate calculated by the data entered into the Graduation Rate Data Section on the
Portal.
If the program graduates more than one cohort of students in an academic year, provide an analysis comparing the
outcomes of the different cohorts.
For Initial Accreditation only: indicate that there are no graduates and provide the expected timeframe to collect
and analyze graduate data. Provide the Retention Rate Table (forms packet) as an appendix.
Appendices & On-site Material: See SSR Instructions & Forms
1C2 Ultimate licensure pass rates
6
are at least 85%, averaged over two years. If the program
admits more than one cohort per year, the ultimate two-year licensure pass rate for each
cohort must be at least 85%. When two years of data are not available, the one-year
ultimate rate must be sufficient to allow the program to meet the expectation for an
ultimate two-year licensure pass rate of at least 85%.
Evidence of Compliance:
Narrative:
Provide the most current licensure pass rate data available through the Federation of State Board of Physical
Therapy (FSBPT); provide the data per cohort if more than one cohort is accepted in an academic year; provide:
o First time pass rates for each cohort for the past two academic years.
o Two-year ultimate pass rate based on the following data for each cohort:
Number of graduates per cohort who took the examination at least once;
Number of graduates per cohort who passed the exam after all attempts;
** NOTE: if licensure pass rates for graduates in the last academic year have not yet stabilized provide the
data for the past three years and the two-year rate for the cohorts for which the data has stabilized.
o If the program graduates more than one cohort of students in an academic year, provide an analysis
comparing the outcomes of the different cohorts.
o If program graduates do not routinely take the FSBPT exam, provide equivalent data.
o For Initial Accreditation only: identify that there are no graduates and provide the expected timeframe to
collect and analyze graduate data.
Appendices & On-site Material: See SSR Instructions & Forms
1C3 Employment rates
7
are at least 90%, averaged over two years. If the program admits
more than one cohort per year, the two year employment rate for each cohort must be at
least 90%. When two years of data are not available, the one-year employment rate must
be sufficient to allow the program to meet the expectation for a two-year employment rate
of at least 90%.
Evidence of Compliance:
Narrative:
Provide the two-year employment rate for the last two academic years for each cohort based on the number of
graduates who sought employment and the number of graduates employed within one year of graduation.
For Initial Accreditation only: indicate that there are no graduates and provide the expected timeframe to collect
and analyze graduate data.
Appendices & On-site Material: See SSR Instructions & Forms
1C4 Students demonstrate entry-level clinical performance prior to graduation.
Evidence of Compliance:
Narrative:
Describe the mechanisms used to determine entry-level performance of students prior to graduation.
Provide evidence that each student who completed the program within the last year demonstrated entry-level
performance by the end of their last clinical experience.
For Initial Accreditation only: indicate that students have not yet completed their last clinical experience and
provide the expected timeframe to collect and analyze this data. Note: the program will be required to provide
additional information prior to CAPTE’s initial accreditation decision; please refer to Part 8 of CAPTE’s Rules of
6
Licensure pass rate: The percentage of graduates who take and successfully pass the National Physical Therapy Examination (NPTE). Rates are
considered to be stabilized one year after graduation.
7
Employment rate: The percentage of graduates who sought employment that were employed (full-time or part-time) as a physical therapist within 1
year following graduation.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 3
Practice and Procedure, accessible at www.capteonline.org, for detailed information about what must be provided
and the timing of the request.
Appendices & On-site Material: See SSR Instructions & Forms
1C5 The program graduates meet the expected outcomes as defined by the program.
Evidence of Compliance:
Narrative:
For each goal related to program graduates delineated in Element 1B, list the expected outcomes that support the
goal.
For each outcome, provide the expected level of achievement and describe the process the program uses to
determine if the expectation has been met.
Based on the data collected from the various stakeholders identified in Element 2C, provide a summary of the data
and an analysis of the extent to which the graduates meet the program’s expected graduate student outcomes.
If the program has more than one cohort, provide an analysis for each cohort.
For Initial Accreditation only: indicate that there are no graduates, provide response to first two bullets and
provide the expected timeframe to collect and analyze graduate data.
Appendices & On-site Material: See SSR Instructions & Forms
1C6 The program meets expected outcomes related to its mission and goals.
Evidence of Compliance:
Narrative:
For all other program goals delineated in Element 1B, list the expected outcomes that support the goal.
For each outcome, provide the expected level of achievement and describe the process the program uses to
determine if the expectation has been met.
Based on the data collected from the various stakeholders identified in Element 2C, provide a summary of the data
and an analysis of the extent to which the program meets its expected outcomes related to its mission and goals.
If the program has more than one cohort, provide an analysis for each cohort.
For Initial Accreditation only: provide response to first two bullets and indicate the expected timeframe to collect
and analyze the program’s expected outcome data.
Appendices & On-site Material: See SSR Instructions & Forms
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 4
Standard 2:
The program is engaged in effective, on-going, formal, comprehensive processes for self-
assessment and planning for the purpose of program improvement.
REQUIRED ELEMENTS:
2A The program has documented and implemented on-going, formal, and comprehensive
assessment processes that are designed to determine program effectiveness and used to foster
program improvement.
Evidence of Compliance:
Narrative:
Provide a description of the overall assessment process that summarizes the information in the program
assessment matrix.
Describe the overall strengths and weaknesses identified through analysis of cumulative assessment data. If other
strengths and weakness have been identified, describe them and provide the source of evidence that led to that
determination.
Describe two examples of changes resulting from the assessment process within the last four years. For each
example, describe the rationale for the change and describe the process, timeline and results (if available) of re-
assessment to determine if the change resulted in program improvement.
Appendices & On-site Material: See SSR Instructions & Forms
2B For each of the following, the program provides an analysis of relevant data and identifies needed
program change(s) with timelines for implementation and reassessment. The assessment
process is used to determine the extent to which:
2B1 the admissions process, criteria and prerequisites meet the needs and expectations of the
program.
Evidence of Compliance:
Narrative:
Provide an analysis of data collected and the conclusions drawn to determine the extent to which the admission
process, criteria and prerequisites meet the needs and expectations of the program.
If any student achievement or expected program outcomes fall below the CAPTE required or program expected
levels, document the process used to assess and address the performance deficits. Identify data collected,
describe conclusions reached, and describe or identify changes made to address the findings or conclusions.
Provide a timeline for implementation, including meeting the respective Element, and for reassessment of the
effectiveness of changes.
Appendices & On-site Material: See SSR Instructions & Forms
2B2 program enrollment appropriately reflects available resources, program outcomes and
workforce needs.
Evidence of Compliance:
Narrative:
Provide an analysis of data collected and the conclusions drawn to determine the optimum program enrollment
considering resources, program outcomes and workforce needs.
If any student achievement or expected program outcomes fall below the CAPTE required or program expected
levels, document the process used to assess and address the performance deficits. Identify data collected,
describe conclusions reached, and describe or identify changes made to address the findings or conclusions.
Provide a timeline for implementation, including meeting the respective Element, and for reassessment of the
effectiveness of changes.
Appendices & On-site Material: See SSR Instructions & Forms
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 5
2B3 the collective core, associated and clinical education faculty meet program and curricular
needs.
Evidence of Compliance:
Narrative:
Provide an analysis of data collected and the conclusions drawn to determine the extent to which the collective
core and associated faculty meet program and curricular needs.
Provide an analysis of data collected and the conclusions drawn to determine the extent to which the collective
clinical education faculty meet program and curricular needs.
If any student achievement or expected program outcomes fall below the CAPTE required or program expected
levels, document the process used to assess and address the performance deficits. Identify data collected,
describe conclusions reached, and describe or identify changes made to address the findings or conclusions.
Provide a timeline for implementation, including meeting the respective Element, and for reassessment of the
effectiveness of changes.
Appendices & On-site Material: See SSR Instructions & Forms
2B4 program resources are meeting, and will continue to meet, current and projected program
needs including, but not limited to, financial resources, staff, space, equipment, technology,
materials, library and learning resources, and student services.
Evidence of Compliance:
Narrative:
Provide an analysis of the data collected and the conclusions drawn to determine the extent to which program
resources are meeting, and will continue to meet, current and projected program needs including, but not limited to:
financial resources, staff, space, equipment, technology, materials, library and learning resources, and student
services (academic, counseling, health, disability, and financial aid services).
If any student achievement or expected program outcomes fall below the CAPTE required or program expected
levels, document the process used to assess and address the performance deficits. Identify data collected,
describe conclusions reached, and describe or identify changes made to address the findings or conclusions.
Provide a timeline for implementation, including meeting the respective Element, and for reassessment of the
effectiveness of changes.
Appendices & On-site Material: See SSR Instructions & Forms
2B5 program policies and procedures, as well as relevant institutional policies and procedures
meet program needs. This includes analysis of the extent to which program practices
adhere to policies and procedures.
Evidence of Compliance:
Narrative:
Provide an analysis of the information collected and the conclusions drawn to determine the extent to which
program policies and procedures, as well as relevant institutional policies and procedures, meet program needs.
This includes analysis of the extent to which practices adhere to policies and procedures.
If any student achievement or expected program outcomes fall below the CAPTE required or program expected
levels, document the process used to assess and address the performance deficits. Identify data collected,
describe conclusions reached, and describe or identify changes made to address the findings or conclusions.
Provide a timeline for implementation, including meeting the respective Element, and for reassessment of the
effectiveness of changes.
Appendices & On-site Material: See SSR Instructions & Forms
2C The curriculum assessment plan is written and addresses the curriculum as a whole. The
assessment plan includes assessment of individual courses and clinical education. The plan
incorporates consideration of the changing roles and responsibilities of the physical therapy
practitioner and the dynamic nature of the profession and the health care delivery system.
Assessment data are collected from appropriate stakeholders including, at a minimum, program
faculty, current students, graduates of the program, and at least one other stakeholder group such
as employers of graduates, consumers of physical therapy services, peers, or other health care
professionals. The assessment addresses clinical education sites including, at a minimum, the
number and variety and the appropriate length and placement within the curriculum.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 6
Evidence of Compliance:
Narrative:
Describe how the curricular evaluation process considers the changing roles and responsibilities of the physical
therapist practitioner and the dynamic nature of the profession and the health care delivery system.
Provide evidence that student achievement and graduate outcomes are used to assess the curriculum.
Provide evidence that the curricular assessment includes a review of the required elements in Elements 6A through
6M.
Describe how the clinical education component is assessed, including at minimum, the assessment of the number
and variety of clinical sites and the appropriate length and placement within the curriculum.
Identify the stakeholders from whom data is collected, the method(s) used to collect data, and the timing of the
collection.
Provide a summary of the outcome from the most recent curricular evaluation, including clinical education. Provide
the identified strengths and weaknesses.
Describe any curricular changes, including to clinical education, made within the last four years and provide the
rationale for the change(s).
Appendices & On-site Material: See SSR Instructions & Forms
2D The program has implemented a strategic plan that guides its future development. The plan takes
into account program assessment results, changes in higher education, the health care
environment and the nature of contemporary physical therapy practice.
Evidence of Compliance:
Narrative:
Describe the strategic planning process, including the opportunities for core faculty participation.
Describe how the process takes into account changes in higher education, the health care environment and the
nature of contemporary physical therapy practice.
Describe any changes planned for the next 3-5 years.
Appendices & On-site Material: See SSR Instructions & Forms
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 7
Standard 3:
The institution and program operate with integrity.
REQUIRED ELEMENTS:
3A The sponsoring institution(s) is (are) authorized under applicable state law or other acceptable
authority to provide postsecondary education and has degree granting authority. In addition, the
institution has been approved by appropriate state authorities to provide the physical therapy
education program.
Evidence of Compliance:
Narrative:
Identify the state agency from which the institution has authority to operate as an institution of higher education.
Identify the state agency from which the institution has authority to offer the PT program and to award the degree, if
different from above.
If the institution is in a collaborative arrangement with another institution to award degrees, provide the above for
the degree granting institution.
Indicate if the institution has authorization to provide clinical education experiences in other states, where required.
Appendices & On-site Material: See SSR Instructions & Forms
3B The sponsoring institution(s) is (are) accredited by a regional accrediting agency recognized by the
US Department of Education (USDE) or by the Council for Higher Education Accreditation (CHEA).
Evidence of Compliance:
Narrative:
State the agency that accredits the institution.
Provide the date that the current institutional accreditation status was granted.
If the institution has an accreditation status other than full accreditation, explain the reasons for the institutional
accreditation status and the impact on the program.
If in a collaborative arrangement, provide the above for the degree-granting institution.
For institutions in countries other than the United States that are not accredited by a US regional accreditation
agency:
o Identify the agency or agencies that provide the authorization for the institution to provide (1) post-secondary
education and (2) the professional physical therapy program and indicate the dates such authorization was
received. Provide contact information, including address, phone number and email address.
o State the institution’s current accreditation status or provide documentation of a regular external review of
the institution that includes the quality of its operation, the adequacy of its resources to conduct programs in
professional education, and its ability to continue its level of operation.
o Provide evidence that the accrediting agency fulfills functions similar to those of US regional accrediting
agencies.
o If the institution has an accreditation or external review status other than full accreditation of approval,
describe the impact, if any, of the current institutional status on the program.
Appendices & On-site Material: See SSR Instructions & Forms
3C Institutional policies
8
related to academic standards and to faculty roles and workload are applied to
the program in a manner that recognizes and supports the academic and professional aspects of
the physical therapy program, including providing for reduction in teaching load for administrative
functions.
Evidence of Compliance:
Portal Fields:
Provide faculty workload data for each faculty member on the individual Core Faculty Detail page.
Provide information related to teaching responsibilities in the Course Details page for each course.
8
Policy: A general principle by which a program is guided in its management.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 8
Narrative:
Describe how the institution supports the professional judgment of the core faculty regarding academic regulations
and professional behavior expectations of students.
Describe how university-wide and/or unit-wide faculty roles and workload expectations are applied to the physical
therapist education program so that they take into consideration:
o Administrative responsibilities of core faculty;
Provide examples of functions to be considered for release time (e.g., program administration, clinical
education administration, development of Self-study Report, assessment activities);
o Requirements for scholarship, service, and maintenance of expertise in contemporary practice in assigned
teaching areas;
o Complexity of course content, number of students per class or laboratory, and teaching methodology;
o The relationship between credit hours and contact hours for classroom and laboratory for determining
workload; and
o The unique needs of physical therapy education, similar to those of other professional education programs,
where core faculty ensure the integration and coordination of the curricular content, mentor associated
faculty, conduct and coordinate a clinical education program, manage admission processes, etc.
Appendices & On-site Material: See SSR Instructions & Forms
3D Policies and procedures
9
exist to facilitate equal opportunity and nondiscrimination for faculty, staff
and prospective/enrolled students.
Evidence of Compliance:
Narrative:
Provide (quote) the institution’s equal opportunity and nondiscrimination statement(s).
Describe how the nondiscrimination statement and policy are made available to faculty, staff, prospective/enrolled
students and the public.
Appendices & On-site Material: See SSR Instructions & Forms
3E Policies, procedures, and practices
10
that affect the rights, responsibilities, safety, privacy, and
dignity of program faculty
11
and staff are written, disseminated, and applied consistently and
equitably.
Evidence of Compliance:
Narrative:
Provide an example of how policies are applied equitably.
Appendices & On-site Material: See SSR Instructions & Forms
3F Policies, procedures, and practices exist for handling complaints
12
that fall outside the realm of due
process
13
, including a prohibition of retaliation following complaint submission. The policies are
written, disseminated, and applied consistently and equitably. Records of complaints about the
program, including the nature of the complaint and the disposition of the complaint, are maintained
by the program.
Evidence of Compliance:
Narrative:
Provide the relevant institutional or program policy and procedure that addresses handling complaints that fall
outside due process (e.g., complaints from prospective and enrolled students, clinical education sites, employers of
graduates, the general public).
Describe how the records of complaints are, or would be, maintained by the program.
Appendices & On-site Material: See SSR Instructions & Forms
9
Procedure: A description of the methods, activities, or processes used to implement a policy.
10
Practices: Common actions or activities; customary ways of operation or behavior.
11
Program faculty: All faculty involved with the PT program, including the Program Director, Clinical Education Coordinator, Core Faculty, Associated
Faculty, and Clinical Education Faculty.
12
Complaint: A concern about the program, expressed by students or others with a legitimate relationship to the program, the subject of which is not
among those that are addressed through the institution’s formal due processes.
13
Due process: Timely, fair, impartial procedures at the program or institutional level for the adjudication of a variety of issues including, but not limited
to: (1) faculty, staff, and student violations of published standards of conduct, (2) appeals of decisions related to faculty and staff hiring,
retention, merit, tenure, promotion, and dismissal, and (3) appeals of decisions related to student admission, retention, grading, progression,
and dismissal. Due process generally requires adequate notice and a meaningful opportunity to be heard.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 9
3G Program specific policies and procedures are compatible with institutional policies and with
applicable law.
14
Evidence of Compliance:
Narrative:
List the program-specific policies and procedures that differ from those of the institution (e.g., admissions
procedures, grading policies, policies for progression through the program, policies related to clinical education)
and describe how the policies and procedures differ and why.
For program policies and procedures that differ from those of the institution:
o If applicable, explain how the program determines that program policies and procedures comply with
applicable law.
o Describe how institutional approval is obtained for program policies and procedures that differ from those of
the institution.
Appendices & On-site Material: See SSR Instructions & Forms
3H Program policies, procedures, and practices provide for compliance with accreditation policies and
procedures including:
3H1 maintenance of accurate information, easily accessible
15
to the public, on the program
website regarding accreditation status (including CAPTE logo and required accreditation
statement) and current student achievement measures;
3H2 timely submission of required fees and documentation, including reports of graduation rates,
performance on state licensing examinations, and employment rates;
3H3 following policies and procedures of CAPTE as outlined in the CAPTE Rules of Practice and
Procedure;
3H4 timely notification of expected or unexpected substantive change(s) within the program and of
any change in institutional accreditation status or legal authority to provide post-secondary
education; and
3H5 coming into compliance with accreditation Standards and Required Elements within two years
of being determined to be out of compliance.
16
Evidence of Compliance:
Narrative:
Identify who is responsible for maintaining compliance with accreditation policies and procedures.
Provide recent examples that demonstrate adherence to established policies and procedure.
Appendices & On-site Material: See SSR Instructions & Forms
14
Applicable law: Those federal and state statutes/regulations relevant to physical therapy education (ADA, OSHA, FERPA, HIPAA, Practice Acts, etc.)
15
Easily accessible: Can be accessed by the public without disclosure of identity or contact information and is no more than one “click” away from the
program’s home webpage.
16
This is a USDE requirement.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 10
Standard 4:
The program faculty are qualified for their roles and effective in carrying out their
responsibilities.
REQUIRED ELEMENTS:
Individual Academic Faculty
17
4A Each core faculty
18
member, including the program director and clinical education coordinator, has
doctoral preparation
19
, contemporary expertise
20
in assigned teaching areas, and demonstrated
effectiveness in teaching and student evaluation. In addition, core faculty who are PTs and who
are teaching clinical PT content are licensed or regulated in any United States jurisdiction as a PT.
For CAPTE accredited programs outside the United States, core faculty who are PTs and who are
teaching clinical PT content are licensed or regulated in accordance with their country's regulations.
(PROVISO: CAPTE will begin enforcing the requirement for doctoral preparation of all core faculty
effective January 1, 2020, except for individuals who are enrolled in an academic doctoral degree
21
program on that date, in which case the effective date will be extended to December 31, 2025; this
will be monitored in the Annual Accreditation Report.)
Evidence of Compliance:
Narrative:
The only response needed in the 4A text box is to refer the reader to the Core Faculty Detail Section for each core
faculty member.
Portal Fields: on the Core Faculty Information Page:
In completing the Qualifications box on this Portal page:
o Identify each core faculty’s doctoral preparation.
o Describe the individual’s effectiveness in teaching and student evaluation;
o For core faculty who are PTs/PTAs and are teaching clinical PT content, identify if each holds a current
license to practice as a PT in any United States jurisdiction. Note: If clinical practice is required for licensure
and the individual is not engaged in clinical practice, provide a statement to that effect and provide the
reference in the State Practice Act that would preclude licensure;
o Identify teaching assignments by prefix, number and title and indicate content assigned and role in course;
and
o Provide evidence of the individual’s contemporary expertise specific to assigned teaching content. This
evidence can include:
Education (including post-professional academic work, residency, and continuing education);
Clinical expertise (specifically related to teaching areas; e.g.: certification as a clinical specialist,
residency);
Consultation and service related to teaching areas;
Course materials that reflect level and scope of contemporary knowledge and skills (e.g., course
objectives, examinations, assignments, readings/references, learning experiences); and
Other evidence that demonstrates contemporary expertise, for example
Scholarship (publications and presentations related to teaching areas);
17
Academic faculty: Those faculty members who participate in the delivery of the didactic (classroom and laboratory) portion of the curriculum. The
academic faculty is comprised of the core faculty and the associated faculty.
18
Core faculty: Those individuals appointed to and employed primarily in the program, including the program director, the director of clinical education
(DCE) and other faculty who report to the program director. The core faculty have the responsibility and authority to establish academic
regulations and to design, implement, and evaluate the curriculum. The core faculty include physical therapists and may include others with
expertise to meet specific curricular needs. The core faculty may hold tenured, tenure track, or non-tenure track positions. Members of the
core faculty typically have full-time appointments, although some part-time faculty members may be included among the core faculty.
19
Doctoral preparation: Earned doctorate, including the DPT.
20
Contemporary expertise: Expertise beyond that obtained in an entry-level physical therapy program that represents knowledge and skills reflective of
current practice. Longevity in teaching or previous experience teaching a particular course or content area does not by itself necessarily
constitute expertise.
21
Academic doctoral degree: A PhD or other doctoral degree that requires advanced work beyond the master's level, including the preparation and
defense of a dissertation based on original research, or the planning and execution of an original project demonstrating substantial scholarly
achievement. Definition adapted from IPED definition found at http://nces.ed.gov/ipeds/glossary/?charindex=D; last accessed 1/12/15.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 11
Written evidence of evaluation of course materials (e.g., course syllabus, learning
experiences, assessments of student performance) by a content expert;
Independent study and evidence-based review that results in critical appraisal and in-
depth knowledge of subject matter (include description of resources used and time frame
for study); and
Formal mentoring (include description of experiences, time frame and qualifications of
mentor).
Appendices & On-site Material: See SSR Instructions & Forms
4B Each core faculty member has a well-defined, ongoing scholarly agenda
22
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.
Evidence of Compliance:
Narrative:
Briefly describe how the core faculty scholarly agendas fit within the context of the program’s or institution’s mission
and expected outcomes.
Appendices & On-site Material: See SSR Instructions & Forms
4C Each core faculty member has a record of institutional or professional service
23
.
Evidence of Compliance:
Narrative:
Describe the program’s and/or the institution’s expectations related to service accomplishments for core faculty.
Briefly summarize core faculty members’ service activities.
Appendices & On-site Material: See SSR Instructions & Forms
4D Each associated
24
faculty member has contemporary expertise in assigned teaching areas and
demonstrated effectiveness in teaching and student evaluation.
Evidence of Compliance:
Narrative:
For each associated faculty who is responsible for less than 50% of a course, provide the following information:
name and credentials, content taught, applicable course number(s) and title(s), total contact hours, and source(s)
of contemporary expertise specifically related to assigned responsibilities.
For associated faculty who are responsible for 50% or more of the course, the only response needed in the 4D text
box is to refer the reader to the Associated Faculty Detail Section for each associated faculty member.
Portal Fields: on the Associated Faculty Information Page:
In completing the Qualifications box on this Portal page:
o Describe the individual’s effectiveness in teaching and student evaluation;
o Identify teaching assignments by prefix, number and title and indicate content assigned and role in course;
and
o Provide evidence of the individual’s contemporary expertise specific to assigned teaching content. This
evidence can include:
Education (including post-professional academic work, residency, and continuing education);
Licensure, if required by the state in which the program is located;
22
Scholarly agenda: A long-term plan for building lines of inquiry that will result in original contributions to the profession. It should include the principal
topics of scholarly inquiry, specific goals that identify the types of scholarship, scholarly activities, and anticipated accomplishments with a
timeline. The agenda may also include plans for relevant mentorship and collaboration with colleagues.
23
Service: Activities in which faculty may be expected to engage including, but not limited to, institution/program governance and committee work,
clinical practice, consultation, involvement in professional organizations, and involvement in community organizations.
24
Associated Faculty: Those individuals who have classroom and/or laboratory teaching responsibilities in the curriculum and who are not core faculty or
clinical education faculty. The associated faculty may include individuals with full-time appointments in the unit in which the professional
program resides or in other units of the institution, but who have primary responsibilities in programs other than the professional program.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 12
Clinical expertise (specifically related to teaching areas; e.g.: certification as a clinical specialist,
residency);
Consultation and service related to teaching areas;
Course materials that reflect level and scope of contemporary knowledge and skills (e.g., course
objectives, examinations, assignments, readings/references, learning experiences); and
Other evidence that demonstrates contemporary expertise, for example:
Scholarship (publications and presentations related to teaching areas);
Written evidence of evaluation of course materials (e.g., course syllabus, learning
experiences, assessments of student performance) by a content expert;
Independent study and evidence-based review that results in critical appraisal and in-
depth knowledge of subject matter (include description of resources used and time frame
for study); and
Formal mentoring (include description of experiences, time frame and qualifications of
mentor).
Appendices & On-site Material: See SSR Instructions & Forms
4E Formal evaluation of each core faculty member occurs in a manner and timeline consistent with
applicable institutional policy. The evaluation includes assessments of teaching, scholarly activity
and service, and any additional responsibilities. The evaluation results in an organized faculty
development plan that is linked to the assessment of the individual core faculty member and to
program improvement.
Evidence of Compliance:
Narrative:
Describe the faculty evaluation process, including how it addresses teaching, service, scholarship and any
additional responsibilities.
Provide a recent (within past five years) example for each core faculty of faculty development activities that have
been based on needs of the faculty and for program improvement.
Appendices & On-site Material: See SSR Instructions & Forms
4F Regular evaluation of associated faculty occurs and results in a plan to address identified needs.
Evidence of Compliance:
Narrative:
Describe the process used to determine the associated faculty development needs, individually and, when
appropriate, collectively.
Describe and provide examples of development activities used by the program to address identified needs of
associated faculty.
Appendices & On-site Material: See SSR Instructions & Forms
Program Director
25
4G The program director demonstrates the academic and professional qualifications and relevant
experience in higher education requisite for providing effective leadership for the program, the
program faculty, and the students. These qualifications include all of the following:
is a physical therapist who is licensed or regulated in any United States jurisdiction as a PT.
For CAPTE accredited programs outside the United States, the program director is licensed or
regulated as a PT in accordance with their country's regulations;
has an earned academic doctoral degree (program directors who have been determined by
CAPTE as of January 1, 2016 to meet the 2006 Evaluative Criteria expectations without an
academic doctoral degree may seek an exemption from this expectation);
holds the rank of associate professor, professor, clinical associate professor, or clinical
professor;
has a minimum of six years of full time
26
higher education experience, with a minimum of three
years of full-time experience in a physical therapist education program.
25
Program director: The individual employed full-time by the institution, as a member of the core faculty, to serve as the professional physical therapist
education program’s academic administrator: Dean, Chair, Director, Coordinator, etc.
26
Full time: 35 hours/week
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 13
Evidence of Compliance:
Narrative:
Describe how the program director meets the following qualifications:
o is a physical therapist;
o holds a current license to practice as a PT in any United States jurisdiction. Note: If clinical practice is
required for licensure and the individual is not engaged in clinical practice, provide a statement to that effect
and provide the reference in the State Practice Act that would preclude licensure;
o has an earned academic doctoral degree;
o has the rank of associate professor, professor, clinical associate professor, or clinical professor; and
o has a minimum of six years of full time higher education experience, with a minimum of three years of full-
time experience in a physical therapist education program.
If the program director does not have an earned academic doctoral degree, but has been determined by CAPTE to
meet the 2006 Evaluative Criteria, and the program wishes to seek an exemption, provide a rationale for the
equivalency of the program directors qualifications to meet the intent of this expectation.
Appendices & On-site Material: See SSR Instructions & Forms
4H The program director provides effective leadership for the program including, but not limited to,
responsibility for communication, program assessment and planning, fiscal management, and
faculty evaluation.
Evidence of Compliance:
Narrative:
Describe the effectiveness of the mechanisms used by the program director to communicate with program faculty
and other individuals and departments (admissions, library, etc.) involved with the program.
Describe the responsibility, authority and effectiveness of the program director for assessment and planning.
Describe the responsibility, authority and effectiveness of the program director in fiscal planning and allocation of
resources, including long-term planning.
Describe the responsibility, authority and effectiveness of the program director for faculty evaluation.
Describe the process used to assess the program director as an effective leader.
Provide evidence of effective leadership which might relate to:
o A vision for physical therapist professional education;
o Understanding of and experience with curriculum content, design, and evaluation;
o Employing strategies to promote and support professional development;
o Proven effective interpersonal and conflict management skills;
o Abilities to facilitate change;
o Negotiation skills (relative to planning, budgeting, funding, program faculty status, program status,
employment and termination, space, and appropriate academic and professional benefits);
o Effective experience in strategic planning;
o Active service on behalf of physical therapist professional education, higher education, the larger community,
and organizations related to their academic interest;
o Effective management of human and fiscal resources;
o Commitment to lifelong learning;
o Active role in institutional governance; and
o Program accomplishments.
Appendices & On-site Material: See SSR Instructions & Forms
Clinical Education Coordinator
27
4I The clinical education coordinator is a physical therapist who is licensed or regulated in any United
States jurisdiction as a PT and has a minimum of three years of full-time post-licensure clinical
practice. Two years of clinical practice must include experience as a CCCE or CI in physical
therapy, or minimum of two years of experience in teaching, curriculum development and
administration in a physical therapy education program. For CAPTE accredited programs outside
the United States, the clinical education coordinator is licensed or regulated in accordance with
their country's regulations.
Evidence of Compliance:
27
Clinical Education Coordinator: The core faculty member(s) responsible for the planning, coordination, facilitation, administration, and monitoring of
the clinical education component of the curriculum. The clinical education coordinator(s) is/are the faculty member(s) of record for the clinical
education courses. NOTE: the term is intentionally generic; programs are free to use any appropriate title.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 14
Narrative:
Identify the core faculty member(s) who is/are designated as the clinical education coordinator.
If more than one core faculty member is assigned as a clinical education coordinator, describe the role and
responsibilities of each.
Describe how the clinical education coordinator meets the following qualifications:
o Is a physical therapist;
o Current license to practice as a PT in any United States jurisdiction. Note: If clinical practice is required for
licensure and the individual is not engaged in clinical practice, provide a statement to that effect and provide
the reference in the State Practice Act that would preclude licensure;
o A minimum of three years of full time (or equivalent) post-licensure clinical practice; and
o A minimum of two years of clinical practice as a CCCE and/or CI or two years of experience in teaching,
curriculum development and administration in a PT program.
Appendices & On-site Material: See SSR Instructions & Forms
4J The clinical education coordinator is effective in developing, conducting, and coordinating the
clinical education program.
Evidence of Compliance:
Narrative:
Describe the process to assess the effectiveness of the clinical education coordinator(s).
Describe the effectiveness of the clinical education coordinator(s) in planning, developing, coordinating, and
facilitating the clinical education program, including effectiveness in:
o Organizational, interpersonal, problem-solving and counseling skills; and
o Ability to work with clinical education faculty (CCCEs and CIs) to address the diverse needs of the students.
Describe the mechanisms used to communicate information about clinical education with core faculty, clinical
education sites, clinical education faculty (CCCEs and CIs), and students.
o Describe how the clinical education faculty are informed of their responsibilities.
Describe the timing of communications related to clinical education to the core faculty, clinical education sites,
clinical education faculty (CCCEs and CIs), and students.
Describe the process used to monitor that the academic regulations are upheld.
Describe the methods used to assign students to clinical education experiences.
Describe how the program works to ensure that the supervision and feedback provided to students is appropriate
for each student in each clinical education experience, assuming that the student is progressing through the
program in the expected manner.
Describe how the need for an altered level of clinical supervision and feedback is determined, communicated to the
clinical education faculty, and monitored during the experience.
Appendices & On-site Material: See SSR Instructions & Forms
Collective Academic Faculty
4K The collective core and associated faculty include an effective blend of individuals with doctoral
preparation (including at least 50% of core faculty with academic doctoral degrees) and individuals
with clinical specialization sufficient to meet program goals and expected program outcomes as
related to program mission, institutional expectations and assigned program responsibilities.
Evidence of Compliance:
Narrative:
Describe the institutional expectations for doctoral preparation of faculty.
Indicate the percentage of core faculty who hold an academic doctoral degree. If less than 50% of the core faculty
hold an academic doctoral degree, provide the plan and timeline to meet this expectation.
Describe the blend of clinical specialization of the core and associated faculty in the program.
Describe the effectiveness of the blend to meet program goals and expected outcomes as related to program
mission and institutional expectations and to meet assigned program responsibilities.
Appendices & On-site Material: See SSR Instructions & Forms
4L The collective core faculty initiate, adopt, evaluate, and uphold academic regulations specific to the
program and compatible with institutional policies, procedures and practices. The regulations
address, but are not limited to, admission requirements; the clinical education program; grading
policy; minimum performance levels, including those relating to professional and ethical behaviors;
and student progression through the program.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 15
Evidence of Compliance:
Narrative:
Describe the process by which academic regulations specific to the program are developed, adopted and
evaluated by the core faculty.
Describe the process used to verify that the academic regulations are upheld.
Describe the process that would be used to address violations of academic regulations. Provide examples, if
available.
Appendices & On-site Material: See SSR Instructions & Forms
4M The collective core faculty have primary responsibility for development, review and revision of the
curriculum with input from other appropriate communities of interest.
Evidence of Compliance:
Narrative:
Describe the responsibility of the core faculty for the development, review, and revision of the curriculum plan.
Provide examples of community of interest involvement in curriculum development, review and revision.
Appendices & On-site Material: See SSR Instructions & Forms
4N The collective core faculty are responsible for assuring that students are safe and ready to
progress to clinical education.
Evidence of Compliance:
Narrative:
Describe how the core faculty determine in which skills students are expected to be competent and safe.
Describe the processes used by the core faculty to determine students are competent and safe in the skills
identified by the core faculty and that the students are ready to engage in clinical education.
Describe how the program ensures that critical safety elements are identified in the competency testing process.
Describe how grading procedures for the competency testing process ensure students are not placed in the clinical
setting without being determined to be competent and safe.
Describe the criteria upon which the determination is made that each student is ready to engage in clinical
education.
Describe what happens if a student is found to not be safe and ready to progress to clinical education.
Describe the mechanisms used to communicate to students and clinical education faculty the specific skills in
which students must be competent and safe.
Appendices & On-site Material: See SSR Instructions & Forms
Clinical Education Faculty
28
4O Clinical instructors are licensed physical therapists, with a minimum of one year of full time (or
equivalent) post-licensure clinical experience, and are effective role models and clinical teachers.
Evidence of Compliance:
Narrative:
Describe how the program determines that clinical instructors are meeting the expectations of this element,
including but not limited to:
o the program’s expectations for the clinical competence of the CIs;
o the program’s expectations for clinical teaching effectiveness of the CIs;
o how the clinical education sites are informed of these expectations; and
o how these expectations are monitored.
Summarize the qualifications of the CIs who provided clinical instruction for at least 160 hours to the same student
in the last academic year (e.g., years of experience, specialist certification, or other characteristics expected by the
program).
Describe the program’s expectations for clinical teaching effectiveness of the CIs.
If not using the CPI Web, identify how CIs are trained in completing the tool to assess student performance.
28
Clinical education faculty: The individuals engaged in providing the clinical education components of the curriculum, generally referred to as either
Center Coordinators of Clinical Education (CCCEs) or Clinical Instructors (CIs). While the educational institution/program does not usually
employ these individuals, they do agree to certain standards of behavior through contractual arrangements for their services. The primary CI
for physical therapist students must be a physical therapist; however, this does not preclude a physical therapist student from engaging in
short-term specialized experiences (e.g., cardiac rehabilitation, sports medicine, wound care) under the secondary supervision of other
professionals, where permitted by law.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 16
Describe how the program determines that the tool used for the evaluation of student performance in the clinical
setting has been completed correctly.
Summarize the teaching effectiveness, including the ability to assess and document student performance, of the
CIs who provided clinical instruction for at least 160 hours to the same student in the last academic year.
Appendices & On-site Material: See SSR Instructions & Forms
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 17
Standard 5
The program recruits, admits and graduates students consistent with the missions and goals
of the institution and the program and consistent with societal needs for physical therapy
services for a diverse population.
REQUIRED ELEMENTS:
5A Program policies, procedures, and practices related to student recruitment and admission are
based on appropriate and equitable criteria and applicable law, are written and made available to
prospective students, and are applied consistently and equitably. Recruitment practices are
designed to enhance diversity
29
of the student body.
Evidence of Compliance:
Narrative:
Provide the planned class size and the rationale for it.
Describe procedures for recruitment of students.
Describe the admissions criteria for the program, including any special considerations used by the program.
Describe the admission procedures.
Describe procedures to maintain planned class size. Identify related policies to prevent over enrollment.
Describe how the program ensures that the admission procedures are applied equitably, including how prospective
students’ rights are protected.
Describe the program process for determining the acceptance of credit in transfer from other institutions.
Describe the efforts of the program to recruit a diverse student population.
Appendices & On-site Material: See SSR Instructions & Forms
5B Prospective and enrolled students are provided with relevant information about the institution and
program that may affect them including, but not limited to, catalogs, handbooks, academic
calendars, grading policies, total cost to student, financial aid, the program’s accreditation status,
the process to register a complaint with CAPTE, outcome information, and other pertinent print
and/or electronic information. Materials related to the institution and program are accurate,
comprehensive, current, and provided to students in a timely manner.
Evidence of Compliance:
Narrative:
Describe how the following information is provided to prospective and enrolled students:
o Catalogs;
o Recruitment and admissions information, including admissions criteria, transfer of credit policies and any
special considerations used in the process;
o Academic calendars;
o Grading policies;
o Technical standards or essential functions, if used;
o Acceptance and matriculation rates;
o Student outcomes including, but limited to, the most current two year data available for graduation rates,
employment rates, pass rates on licensing examinations;
o Costs of the program (including tuition, fees, and refund policies);
o Financial aid; and
o Enrollment agreement, if used.
Describe how the following information is communicated to enrolled students including:
o Process for filing complaint with CAPTE;
o Job/career opportunities;
o Availability of student services;
o Health and professional liability insurance requirements;
o Information about the curriculum;
29
Diversity: Includes group/social differences (e.g., race, ethnicity, socioeconomic status, gender, sexual orientation, country of origin, as well as cultural,
political, religious, or other affiliations) and individual differences (e.g., age, mental/physical ability, personality, learning styles, and life
experiences).
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 18
o Information about the clinical education program, including travel expectations to clinical sites;
o Required health information;
o Potential for other clinical education requirements, such as drug testing and criminal background checks; and
o Access to and responsibility for the cost of emergency services in off-campus educational experiences.
Appendices & On-site Material: See SSR Instructions & Forms
5C Enrollment agreements
30
, if used, comply with institutional accrediting agency and state
requirements and are only executed with a prospective student after disclosure of the information
delineated in 5B and formal admission to the program has occurred.
Evidence of Compliance:
Narrative:
Identify whether enrollment agreements are used.
If used, provide evidence that the agreements are consistent across enrollees for a given cohort.
If used:
o Describe the institutional accrediting agency and state requirements for using enrollment agreements and
explain how the current agreement complies with these requirements;
o Indicate when in the enrollment process the student is required to sign the agreement; and
o Provide evidence that, prior to having to sign the enrollment agreement, prospective students are provided
with:
Catalogs;
Recruitment and admissions information, including transfer of credit policies and any special
considerations used in the process;
Academic calendars;
Grading policies;
Accreditation status of the institution and the program, including contact information for CAPTE;
Technical standards or essential functions, if available;
Acceptance and matriculation rates;
Student outcomes, including graduation rates, employment rates, pass rates on licensing examinations,
and other outcome measures;
Costs of the program (including tuition, fees, and refund policies);
Any additional fees associated with verification of identity for distance education purposes;
Financial aid; and
Enrollment agreement.
Appendices & On-site Material: See SSR Instructions & Forms
5D Policies, procedures, and practices that affect the rights, responsibilities, safety, privacy, and
dignity of program students are written and provided to students and applied consistently and
equitably.
Evidence of Compliance:
Narrative:
Describe how policies and procedures that affect students are disseminated to students and program faculty.
Provide examples of situations that illustrate the equitable application of policies that relate to the rights of
students.
Appendices & On-site Material: See SSR Instructions & Forms
5E Policies, procedures, and practices related to student retention,
31
student progression
32
and
dismissal through the program are based on appropriate and equitable criteria and applicable law,
are written and provided to students, and are applied consistently and equitably. Retention
practices support a diverse student body.
Evidence of Compliance:
Narrative:
Describe the mechanism by which students receive regular reports of academic performance and progress.
30
Enrollment agreements: Formal contracts between the institution, program, and student which articulate basic legal tenets, assumptions, and
responsibilities for all parties identified in a transactional relationship.
31
Retention: Maintenance of enrollment across multiple terms.
32
Progression: Ability of students to enroll in subsequent courses based on defined expectations.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 19
Describe the mechanism by which students receive regular reports of their clinical performance and progress,
including the minimal expectations of the program for frequency of these reports.
Describe the resources available to support student retention and progression of students through the program.
Describe remediation activities, if provided, when knowledge, behavior or skill deficits, or unsafe practices are
identified.
Describe how retention practices support a diverse student body.
Appendices & On-site Material: See SSR Instructions & Forms
Standard 6:
The program has a comprehensive curriculum plan.
REQUIRED ELEMENTS:
6A The comprehensive curriculum plan
33
is based on: (1) information about the contemporary
practice
34
of physical therapy; (2) standards of practice; and (3) current literature, documents,
publications, and other resources related to the profession, to the delivery of health care services,
to physical therapy education, and to educational theory.
Evidence of Compliance:
Narrative:
Describe how the curriculum plan is based on information about the contemporary practice of physical therapy;
standards of practice; and current literature, documents, publications, and other resources related to the
profession, to physical therapy professional education, and to educational theory.
Appendices & On-site Material: See SSR Instructions & Forms
6B The curriculum plan includes an expectation that students enter the professional program with a
baccalaureate degree. Alternatively, students may have three years of undergraduate education
that includes in-depth upper division study in one discipline comparable to a minor at the institution
prior to entering the professional program.
Evidence of Compliance:
Narrative:
If the program requires a baccalaureate degree prior to admission, a statement to that effect is the only response
required.
If the program does not require a baccalaureate degree prior to admission, provide evidence that students enter
the program with a balance of course work, including upper division courses in at least one content area that is the
equivalent of a minor at the institution.
Appendices & On-site Material: See SSR Instructions & Forms
6C The specific prerequisite course work is determined by the program’s curriculum plan.
Evidence of Compliance:
Narrative:
Identify the prerequisite course work and describe the rationale for inclusion of each specific prerequisite course,
including the knowledge and skills that students are expected to possess upon entrance into the professional
program.
Analyze the adequacy of the prerequisite course work to prepare students to be successful in the professional
program.
Appendices & On-site Material: See SSR Instructions & Forms
33
Curriculum plan: A plan for the education of learners that includes objectives, content, learning experiences and evaluation methodsall of which are
grounded in the mission and expected student outcomes of the program and are based on consideration of educational theory and principles,
the nature of contemporary practice, and the learners’ previous experiences. The curriculum plan is part of the overall program plan, the latter
of which may include goals related to areas such as program growth, finances, faculty development, faculty scholarship, community
involvement, etc.
34
Contemporary practice: Delivery of physical therapy services as documented in current literature, including the Guide to Physical Therapist Practice, the
Standards of Practice, and the Code of Ethics.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 20
6D The curriculum plan includes a description of the curriculum model
35
and the educational principles
on which it is built.
Evidence of Compliance:
Narrative:
Describe the curriculum model and the educational principles of the curriculum.
Provide examples of how the educational principles translate into learning experiences.
Appendices & On-site Material: See SSR Instructions & Forms
6E The curriculum plan includes a series of organized, sequential and integrated courses designed to
facilitate achievement of the expected student outcomes, including the expected student learning
outcomes described in Standard 7. The curriculum includes organized sequences of learning
experiences that prepare students to provide physical therapy care to individuals with
diseases/disorders involving the major systems
36
, individuals with multiple system disorders, and
individuals across the lifespan and continuum of care, including individuals with chronic illness.
The clinical education component provides organized and sequential experiences coordinated with
the didactic component of the curriculum. Clinical education includes both integrated
37
and full-
time
38
terminal experiences.
Evidence of Compliance:
Narrative:
Describe how the courses are organized, sequenced, and integrated, including clinical education.
Provide the rationale for the model used to integrate the didactic and clinical education portions of the curriculum;
include a description of the course work that prepares students for each clinical education experience.
Provide examples of sequential and integrated learning experiences that prepare students to provide care to
individuals with orthopedic, neurological, and cardiopulmonary conditions and to geriatric and pediatric populations.
Describe how the organization, sequencing, and integration of courses facilitate student achievement of the
expected outcomes.
For Initial Accreditation ONLY: if curricular changes have occurred since the program started, provide the
requested information based on the curriculum experienced by the charter class. Summarize curricular changes,
including rationale for changes, in Element 2C.
Appendices & On-site Material: See SSR Instructions & Forms
6F The didactic and clinical curriculum includes interprofessional education
39
; learning activities are
directed toward the development of interprofessional competencies including, but not limited to,
values/ethics, communication, professional roles and responsibilities, and teamwork. NOTE: this
element will become effective January 1, 2018.
Narrative:
Describe learning activities that involve students, faculty and/or practitioners from other health care professions.
Describe the effectiveness of the learning activities in preparing students and graduates for team-based
collaborative care.
Appendices & On-site Material: See SSR Instructions & Forms
35
Curriculum model: A general description of the organization of the professional curriculum content.
36
Major Systems: Cardiovascular, pulmonary, integumentary, musculoskeletal, neuromuscular systems.
37
Integrated clinical education: Clinical education experiences that occur before the completion of the didactic component of the curriculum. Options
include but are not limited to one day a week during a term, a short full-time experience at the end of a term, a longer full-time experience
between two regular terms. Integrated experiences cannot be satisfied with patient simulations or the use of real patients in class; these
types of experiences are too limited and do not provide the full range of experiences a student would encounter in an actual clinical setting.
Integrated clinical experiences must be satisfied prior to the start of any terminal clinical experiences.
38
Full time terminal clinical education: Extended full-time experience that occurs at the end of the professional curriculum but may be followed by
didactic activity that does not require additional clinical experiences.
39
Interprofessional Education: Occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of
care. (WHO, 2002)
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
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6G The curriculum plan includes course syllabi that are comprehensive and inclusive of all CAPTE
expectations.
Evidence of Compliance:
Narrative:
Only response needed is to refer the reader to the course syllabi that are accessed from the WinZip file.
Note: for Initial Accreditation ONLY: provide the curriculum and syllabi for the charter class as CAPTE must
make an accreditation decision based on their curriculum. If curricular changes have occurred since the program
started, provide a summary of the changes and the rational for the changes in Element 2C. Contact Accreditation
Staff to discuss how to provide syllabi for current curriculum.
NOTE: Each syllabus must include at least the following:
o title and number;
o description;
o department offering course;
o credit hours;
o instructor(s);
o clock hours (lecture and laboratory) and schedule;
o course prerequisites;
o course objectives;
o outline of content and assigned instructor;
o description of teaching methods and learning experiences;
o methods of student evaluation/grading; and
o textbook and other learning resources.
Appendices & On-site Material: See SSR Instructions & Forms
Note: If the program or institution requires a syllabus format that does not include all of the above, the required
syllabi plus an addendum is acceptable. For the purpose of accreditation review, all of the above are required.
6H The curriculum plan includes learning objectives
40
stated in behavioral terms that reflect the breadth
and depth
41
of the course content and describe the level of student performance expected.
Evidence of Compliance:
Narrative:
Describe the adequacy of the objectives, in the aggregate, to reflect the depth and breadth needed to meet expected
student performance outcomes.
Describe the extent to which course objectives, in the aggregate, are written in behavioral (measurable and
observable) terms.
Provide two examples of how expected competencies (as delineated by learning objectives) progress from
introduction of core knowledge in didactic courses to demonstration of performance in the academic setting to the
expected level of clinical performance.
Appendices & On-site Material: See SSR Instructions & Forms
6I The curriculum plan includes a variety of effective instructional methods
42
selected to maximize
learning. Instructional methods are chosen based on the nature of the content, the needs of the
learners, and the defined expected student outcomes.
Evidence of Compliance:
Narrative:
Describe the variety of instructional methods and learning experiences used in the curriculum to facilitate students’
achievement of the objectives.
Describe the rationale for the selection of instructional methods and learning experiences used in the curriculum.
Appendices & On-site Material: See SSR Instructions & Forms
40
Objectives: Statements specifying desired knowledge, skills, behaviors, or attitudes to be developed as a result of educational experiences. To the
extent possible, objectives are expected to be behavioral (e.g., observable and measurable) across all learning domains.
41
Breadth and depth: Qualities associated with the extent to which a learning experience, or a series of learning experiences, includes: (1) a diversity of
subject matter (breadth) and/or (2) a focus on one subject (depth). In the context of physical therapy course content and objectives, breadth is
usually demonstrated by objectives that describe the variety of knowledge, behaviors, or skills the student is expected to achieve, while depth
is demonstrated by the description of the degree of student achievement expected as described in the objectives (e.g., the taxonomic level
within the appropriate domain of learning).
42
Instructional methods: Classroom, laboratory, research, clinical, and other curricular activities that substantially contribute to the attainment of
professional (entry-level) competence.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
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6J The curriculum plan includes a variety of effective tests and measures
43
and evaluation processes
44
used by faculty to determine whether students have achieved the learning objectives. Regular,
individual testing and evaluation of student performance in the cognitive, psychomotor, and affective
domains is directly related to learning objectives and includes expectations for safe practice during
clinical education experiences.
Evidence of Compliance:
Narrative:
Describe the variety of evaluation mechanisms, including formative and summative, used by the program to
measure students’ achievement of objectives. Describe the timing of student evaluation across the curriculum, in
didactic, laboratory, and clinical education courses, including demonstrating that performance based competencies
are assessed in the academic setting prior to clinical performance.
Describe how the program ensures that evaluations used by the program to evaluate student performance are
appropriate for the instructional content and for the expected level of student performance.
Identify instrument(s) used to assess student performance during clinical education experiences.
Describe how the program ensures that students have achieved the objectives stated for each clinical education
experience.
Appendices & On-site Material: See SSR Instructions & Forms
6K If the curriculum plan includes courses offered by distance education
45
methods, the program
provides evidence
46
that:
Evidence of Compliance:
Narrative:
Describe the use of distance education methods in the curriculum, if any. If no distance education methods are
used, state that for each Element 6K1 through Element 6K8.
Appendices & On-site Material: See SSR Instructions & Forms
6K1 faculty teaching by distance are effective in the provision of distance education;
Evidence of Compliance:
Narrative:
Provide evidence that faculty teaching by distance are effective in the provision of distance education.
6K2 the rigor
47
of the distance education courses is equivalent to that of site-based courses;
Evidence of Compliance:
Narrative:
Describe how the program ensures the rigor of the distance education courses.
Appendices & On-site Material: See SSR Instructions & Forms
6K3 student performance meets the expectations of the faculty as described in course syllabi and
demonstrated in student assessment;
Evidence of Compliance:
Narrative:
Describe how the program ensures student performance in distance education courses meets the expectations
described in course syllabi.
43
Tests and measures: Procedures used to obtain data on student achievement of expected learning outcomes.
44
Evaluation processes: Methods and activities to determine the extent to which student test data relate to overall student performance.
45
Distance Education: An educational activity characterized by separation of the faculty member from the student by either distance or time or both. For
the purposes of these standards, the following definitions also pertain:
Distance Education course: a course in which 50% or more of the contact hours are completed using distance education modalities and less
than 50% of the contact hours include direct (face-to-face) interaction between the student and the faculty member(s).
Distance Education program: a program in which 50% or more of the required courses (not including clinical education courses) are distance
education courses.
46
Assessment of the quality of distance education is required by USDE.
47
Rigor: Expectations for student assignments, engagement in the course and performance.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
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Appendices & On-site Material: See SSR Instructions & Forms
6K4 there is a mechanism for determining student identity during course activities and when
testing occurs at a distance;
Evidence of Compliance:
Narrative:
Describe the mechanism(s) used to determine student identity during course activities and when testing occurs at a
distance.
Appendices & On-site Material: See SSR Instructions & Forms
6K5 there is a mechanism for maintaining test security and integrity when testing occurs at a
distance;
Evidence of Compliance:
Narrative:
Describe the mechanism(s) used to maintain test security and integrity when testing occurs at a distance.
Appendices & On-site Material: See SSR Instructions & Forms
6K6 there is a mechanism for maintaining student privacy as appropriate;
Evidence of Compliance:
Narrative:
Describe the mechanism(s) used to maintain student privacy during distance education courses (e.g., distribution
of grades on tests and assignments).
Appendices & On-site Material: See SSR Instructions & Forms
6K7 students have been informed of any additional fees related to distance education; and
Evidence of Compliance:
Narrative:
Identify additional student fees, if any, for distance education courses.
If there are additional student fees for distance education courses, describe how and when students are informed
of the fees.
Appendices & On-site Material: See SSR Instructions & Forms
6K8 distance education students have access to academic, health, counseling, disability and
financial aid services commensurate with services that students receive on campus.
Evidence of Compliance:
Narrative:
Describe how distance education students have access to academic, health, counseling, disability and financial aid
services.
Compare the academic, health, counseling, disability and financial aid services available to students taking
distance education courses to those that are available for students taking on-site courses.
Appendices & On-site Material: See SSR Instructions & Forms
6L The curriculum plan includes clinical education experiences
48
for each student that encompass, but
are not limited to:
6L1 management of patients/clients with diseases and conditions representative of those
commonly seen in practice across the lifespan and the continuum of care;
Evidence of Compliance:
Narrative:
48
Clinical education experiences: That aspect of the professional curriculum during which student learning occurs directly as a function of being
immersed within physical therapist practice. These experiences comprise all of the formal and practical “real-life” learning experiences
provided for students to apply classroom knowledge, skills, and professional behaviors in the clinical environment.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
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Describe the program’s expectations for types of patients and treatment that each student will have worked with by
the end of the program.
Describe the programs expectations for management of patients/clients across the lifespan and continuum of care.
Describe how the program monitors that each student has the required experiences.
Describe the range of experiences other than those required that students have had.
Appendices & On-site Material: See SSR Instructions & Forms
6L2 practice in settings representative of those in which physical therapy is commonly practiced;
Evidence of Compliance:
Narrative:
Describe the range of practice settings available.
Describe the clinical education practice settings in which students are required to participate.
Describe how the program monitors that each student has the required experiences.
Appendices & On-site Material: See SSR Instructions & Forms
6L3 involvement in interprofessional practice
49
Evidence of Compliance:
Narrative:
Describe the program’s expectation for opportunities for involvement in interprofessional practice during clinical
experiences.
Provide evidence that students have opportunities for interprofessional practice.
Appendices & On-site Material: See SSR Instructions & Forms
6L4 direction and supervision of the physical therapist assistant and other physical therapy
personnel; and
Evidence of Compliance:
Narrative:
Describe the program’s expectation for opportunities for direction and supervision of physical therapist assistants
and other physical therapy personnel during clinical experiences.
Provide evidence the students have an opportunity for direction and supervision of PTAs or other physical therapy
personnel.
Appendices & On-site Material: See SSR Instructions & Forms
6L5 other experiences that lead to the achievement of the program’s defined expected student
outcomes.
Evidence of Compliance:
Narrative:
Describe the program’s expectation for other clinical education experiences that lead to the achievement of the
program’s expected student outcomes.
Provide evidence that the students have these experiences.
Appendices & On-site Material: See SSR Instructions & Forms
6M The series of courses included in the professional curriculum is comprised of at least 90 semester
credit hours (or the equivalent) and is completed (including clinical education) in no less than 6
semesters
50
or the equivalent. The clinical education component of the curriculum includes a
minimum of 30 weeks of full-time clinical education experiences.
Evidence of Compliance:
Narrative:
Identify the length of the program in semesters (or equivalent) and in semester credit hours (or equivalent).
Identify the number of weeks of full time clinical education.
49
Interprofessional practice: “When multiple health workers from different professional backgrounds work together with patients, families, carers [sic],
and communities to deliver the highest quality of care” (WHO, 2010).
50
6 semesters: As of 2014, the average length of professional programs is 8.33 semesters, ranging from 6 to 12 semesters or equivalent.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
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If program is offered part-time, provide evidence that the credits and contact hours are the same as for the full-time
programs.
Appendices & On-site Material: See SSR Instructions & Forms
6N The institution awards the Doctor of Physical Therapy (DPT) as the first professional degree for
physical therapists at satisfactory completion of the program.
Evidence of Compliance:
Narrative:
State the degree granted.
Appendices & On-site Material: See SSR Instructions & Forms
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
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Standard 7
The curriculum includes content, learning experiences, and student testing and evaluation
processes designed to prepare students to achieve educational outcomes required for initial
practice in physical therapy and for lifelong learning necessary for functioning within an ever-
changing health care environment.
REQUIRED ELEMENTS:
7A The physical therapist professional curriculum includes content and learning experiences in the
biological, physical, behavioral and movement sciences necessary for entry level practice. Topics
covered include anatomy, physiology, genetics, exercise science, biomechanics, kinesiology,
neuroscience, pathology, pharmacology, diagnostic imaging, histology, nutrition, and psychosocial
aspects of health and disability.
Evidence of Compliance:
Narrative:
Describe where and how each of the delineated biological and physical sciences content areas is included in the
professional curriculum. Do not include prerequisite courses.
Appendices & On-site Material: See SSR Instructions & Forms
7B The physical therapist professional curriculum includes content and learning experiences in
communication, ethics and values, management, finance, teaching and learning, law, clinical
reasoning, evidenced-based practice and applied statistics.
Evidence of Compliance:
Narrative:
Describe where and how each of the delineated content areas is included in the professional curriculum.
Appendices & On-site Material: See SSR Instructions & Forms
7C The physical therapist professional curriculum includes content and learning experiences about the
cardiovascular, endocrine and metabolic, gastrointestinal, genital and reproductive, hematologic,
hepatic and biliary, immune, integumentary, lymphatic, musculoskeletal, nervous, respiratory, and
renal and urologic systems; system interactions; differential diagnosis; and the medical and surgical
conditions across the lifespan commonly seen in physical therapy practice.
Evidence of Compliance:
Narrative:
Describe where and how each of the delineated clinical sciences content areas is included in the professional
curriculum.
Appendices & On-site Material: See SSR Instructions & Forms
7D The physical therapist professional curriculum includes content and learning experiences designed
to prepare students to achieve educational outcomes required for initial practice of physical
therapy. Courses within the curriculum include content designed to prepare program students to:
Evidence of Compliance:
Narrative:
For each of the following elements:
o Describe where the content is presented in the curriculum and provide example(s)/descriptions(s) of the
learning experiences that are designed to meet the practice expectations (i.e., describe where and how the
content is taught throughout the curriculum);
o Provide a maximum of 5 examples of course objectives that demonstrate the highest expected level of
student performance, include course prefix and number, course name, objective number and the full
wording of the objective. Include objectives from clinical education courses, if applicable. If the
expectation is a curricular theme, examples of course objectives from multiple courses are required, up to a
maximum of 10 objectives; and
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
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11/11/15 27
o Describe outcome data, where available, that demonstrates the level of actual student achievement. For
Initial Accreditation ONLY, describe how the program will determine the actual level of student
achievement, including planned outcome data.
o For Initial Accreditation ONLY: if curricular changes have occurred since the program started, provide the
requested information based on the curriculum experienced by the charter class. Contact Accreditation Staff
to discuss what additional information should be provided for the current curriculum.
If the program teaches content beyond what is addressed in Elements 7D1-7D43, identify the content, where and
how it is taught and the highest expected performance level. If being taught to competency, identify how and where
competency is tested.
Appendices & On-site Material: See SSR Instructions & Forms
Professional Ethics, Values and Responsibilities
7D1 Adhere to legal practice standards, including all federal, state, and institutional regulations
related to patient/client care and fiscal management.
7D2 Report to appropriate authorities suspected cases of abuse of vulnerable populations.
7D3 Report to appropriate authorities suspected cases of fraud and abuse related to the
utilization of and payment for physical therapy and other health care services.
7D4 Practice in a manner consistent with the APTA Code of Ethics.
7D5 Practice in a manner consistent with the APTA Core Values.
7D6 Implement, in response to an ethical situation, a plan of action that demonstrates sound
moral reasoning congruent with core professional ethics and values.
7D7 Communicate effectively with all stakeholders, including patients/clients, family members,
caregivers, practitioners, interprofessional team members, consumers, payers, and
policymakers.
7D8 Identify, respect, and act with consideration for patients’/clients’ differences, values,
preferences, and expressed needs in all professional activities.
7D9 Access and critically analyze scientific literature.
7D10 Apply current knowledge, theory, and professional judgment while considering the
patient/client perspective, the environment, and available resources.
7D11 Identify, evaluate and integrate the best evidence for practice with clinical judgment and
patient/client values, needs, and preferences to determine the best care for a patient/client.
7D12 Effectively educate others using teaching methods that are commensurate with the needs of
the learner, including participation in the clinical education of students.
7D13 Participate in professional and community organizations that provide opportunities for
volunteerism, advocacy and leadership.
7D14 Advocate for the profession and the healthcare needs of society through legislative and
political processes.
7D15 Identify career development and lifelong learning opportunities, including the role of the
physical therapist in the clinical education of physical therapist students.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
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Patient/Client Management
Screening
7D16 Determine when patients/clients need further examination or consultation by a physical
therapist or referral to another health care professional.
Examination, Evaluation and Diagnosis
7D17 Obtain a history and relevant information from the patient/client and from other sources as
needed.
7D18 Perform systems review
51
.
7D19 Select, and competently administer tests and measures
52
appropriate to the patient’s age,
diagnosis and health status including, but not limited to, those that assess:
a. Aerobic Capacity/Endurance
b. Anthropometric Characteristics
c. Assistive Technology
d. Balance
e. Circulation (Arterial, Venous, Lymphatic)
f. Self-Care and Civic, Community, Domestic, Education, Social and Work Life
g. Cranial and Peripheral Nerve Integrity
h. Environmental Factors
i. Gait
j. Integumentary Integrity
k. Joint Integrity and Mobility
l. Mental Functions
m. Mobility (including Locomotion)
n. Motor Function
o. Muscle Performance (including Strength, Power, Endurance, and Length)
p. Neuromotor Development and Sensory Processing
q. Pain
r. Posture
s. Range of Motion
t. Reflex Integrity
u. Sensory Integrity
v. Skeletal Integrity
w. Ventilation and Respiration or Gas Exchange
7D20 Evaluate data from the examination (history, health record, systems review, and tests and
measures) to make clinical judgments.
7D21 Use the International Classification of Function (ICF) to describe a patient's/client’s
impairments, activity and participation limitations.
7D22 Determine a diagnosis that guides future patient/client management.
51
Systems Review: Including the cardiovascular/pulmonary system through the assessment of blood pressure, heart rate, respiration rate, and edema;
the integumentary system through the gross assessment of skin color, turgor, integrity, and the presence of scar; the musculoskeletal system
through the gross assessment of range of motion, strength, symmetry, height, and weight; the neuromuscular system through the general
assessment of gross coordinated movement and motor function; and the gross assessment of communication ability, affect, cognition,
language, and learning style, consciousness, orientation, and expected behavioral/emotional responses.
52
Test and Measures: The list is adapted from the Guide to Physical Therapist Practice (2014).
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
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Prognosis and Plan of Care
7D23 Determine patient/client goals and expected outcomes within available resources (including
applicable payment sources) and specify expected length of time to achieve the goals and
outcomes.
7D24 Establish a safe and effective plan of care in collaboration with appropriate stakeholders,
including patients/clients, family members, payors, other professionals and other
appropriate individuals.
7D25 Determine those components of the plan of care that may, or may not, be directed to the
physical therapist assistant (PTA) based on (a) the needs of the patient/client, (b) the role,
education, and training of the PTA, (c) competence of the individual PTA, (d) jurisdictional
law, (e) practice guidelines policies, and (f) facility policies.
7D26 Create a discontinuation of episode of care plan that optimizes success for the patient in
moving along the continuum of care.
Intervention
53
7D27 Competently perform physical therapy interventions to achieve patient/client goals and
outcomes. Interventions include:
a. Airway Clearance Techniques
b. Assistive Technology: Prescription, Application, and, as appropriate, Fabrication or
Modification
c. Biophysical Agents
d. Functional Training in Self-Care and in Domestic, Education, Work, Community,
Social, and Civic Life
e. Integumentary Repair and Protection
f. Manual Therapy Techniques (including mobilization/manipulation thrust and
nonthrust techniques)
g. Motor Function Training (balance, gait, etc.)
h. Patient/Client education
i. Therapeutic Exercise
Management of Care Delivery
7D28 Manage the delivery of the plan of care that is consistent with professional obligations,
interprofessional collaborations, and administrative policies and procedures of the practice
environment.
7D29 Delineate, communicate and supervise those areas of the plan of care that will be directed
to the PTA.
7D30 Monitor and adjust the plan of care in response to patient/client status.
7D31 Assess patient outcomes, including the use of appropriate standardized tests and measures
that address impairments, functional status and participation.
7D32 Complete accurate documentation related to 7D15 - 7D30 that follows guidelines and
specific documentation formats required by state practice acts, the practice setting, and
other regulatory agencies.
53
Interventions: This list is adapted from the Guide to Physical Therapist Practice (2014).
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
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7D33 Respond effectively to patient/client and environmental emergencies in one’s practice
setting.
7D34 Provide physical therapy services that address primary, secondary and tertiary prevention,
health promotion, and wellness to individuals, groups, and communities.
7D35 Provide care through direct access.
7D36 Participate in the case management process.
Participation in Health Care Environment
7D37 Assess and document safety risks of patients and the healthcare provider and design and
implement strategies to improve safety in the healthcare setting as an individual and as a
member of the interprofessional healthcare team
7D38 Participate in activities for ongoing assessment and improvement of quality services.
7D39 Participate in patient-centered interprofessional collaborative practice.
7D40 Use health informatics
54
in the health care environment.
7D41 Assess health care policies and their potential impact on the healthcare environment and
practice.
Practice Management
7D42 Participate in the financial management of the practice setting, including accurate billing and
payment for services rendered.
7D43 Participate in practice management, including marketing, public relations, regulatory and
legal requirements, risk management, staffing and continuous quality improvement.
54
As defined by the U.S. National Library of Medicine, health informatics is the interdisciplinary study of the design, development, adoption, and
application of IT-based innovations in healthcare services delivery, management, and planning. MedicalInformatics, physician, Health IT.Jan 7,
2014
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Standard 8
The program resources are sufficient to meet the current and projected needs of the program.
REQUIRED ELEMENTS:
8A The collective core faculty is sufficient in number to allow each individual core faculty member to
meet teaching, scholarship and service expectations 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.
Evidence of Compliance:
Portal Fields:
Provide faculty workload data for each faculty member on the individual Core Faculty Detail page(s).
Provide information related to teaching responsibilities in the Course Details page for each course.
Narrative:
Describe how the program determines the number of core faculty needed to accomplish all program activities
delineated in the element.
Describe the core faculty resources for the program.
Identify the core faculty:student ratio
55
and the average faculty:student lab ratio.
Provide evidence that the core faculty workloads are within the defined workload policies.
Describe how the faculty teaching and workloads for the program faculty are adequate to meet the program needs
with regard to:
o teaching, including coordination of associated faculty;
o scholarship;
o program administration;
o administration of the clinical education program;
o institutional and program committee and governance activities;
o student advising;
o any expectations related to student recruitment and admissions process; and
o other institutional and program responsibilities.
Appendices & On-site Material: See SSR Instructions & Forms
8B The program has, or has ensured access to, adequate secretarial/administrative and technical
support services to meet expected program outcomes.
Evidence of Compliance:
Narrative:
Describe the secretarial/administrative and technical support available to the program, including the
secretarial/administrative support available for the clinical education program.
Appendices & On-site Material: See SSR Instructions & Forms
8C Financial resources are adequate to achieve the program’s stated mission, goals, and expected
program outcomes and to support the academic integrity and continuing viability of the program.
Evidence of Compliance:
Portal Fields:
Provide three years of allocations and expense data in the Portal section entitled Income Statement. Data must be
provided for the academic year of the visit, the previous academic year and projected data for the next academic
year. The form, Allocations and Expense Statements, can be used to collect the required data.
55
Core faculty:student ratio: When determining this value, use (1) the number of full-time and part-time core faculty positions allocated to the program
(regardless of the number of cohorts) and (2) the total number of students enrolled in the professional phase of the program (regardless of the
number of cohorts).
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
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Note: Allocations refers to the amounts budgeted to the program; it should never be zero nor should it reflect
all tuition dollars collected by the institution unless all tuition dollars are indeed allocated to the program.
Narrative:
Describe the various revenue sources, including the expected stability of each.
Describe how allocated funds from each source are used.
Describe the process used to determine short- and long-term budgetary needs that are tied to the strategic planning
process.
Appendices & On-site Material: See SSR Instructions & Forms
8D The program has, or has ensured access to, space, equipment, technology and materials of
sufficient quality and quantity to meet program goals related to teaching, scholarship and service.
8D1 Classroom and laboratory environments are supportive of effective teaching and learning.
Evidence of Compliance:
Narrative:
Describe the classroom and laboratory space consistently used by the program.
Describe other classroom and laboratory space used by the program in the past two years, if different than that
described in response to the first bullet.
Describe how the space is supportive of effective teaching and learning: access to current technology, access to
safety features, good repair, cleanliness, temperature control, etc.
Appendices & On-site Material: See SSR Instructions & Forms
8D2 Space is sufficient for faculty and staff offices, student advisement, conducting confidential
meetings, storing office equipment and documents, and securing confidential materials.
Evidence of Compliance:
Narrative:
Describe the space available to the program for faculty and staff offices, student advisement, conducting
confidential meetings, storing office equipment and documents, and securing confidential materials.
Appendices & On-site Material: See SSR Instructions & Forms
8D3 Students have access to laboratory space outside of scheduled class time for practice of
clinical skills.
Evidence of Compliance:
Narrative:
Identify the opportunities students have for access to laboratories for practice outside of scheduled class times.
Appendices & On-site Material: See SSR Instructions & Forms
8D4 Equipment and materials are typical of those used in contemporary physical therapy practice,
are sufficient in number, are in safe working order, and are available when needed.
Evidence of Compliance:
Narrative:
Provide a general description of the equipment and materials available for the support of the program including
equipment and supplies loaned by vendors or by facilities other than the institution.
Describe the process used to ensure that equipment is in safe working order, sufficient in number and reflective of
contemporary PT practice.
Describe access to equipment being borrowed/loaned or used off-site; describe the contingency plan should
borrowed/loaned equipment not be available for remediation and testing.
Appendices & On-site Material: See SSR Instructions & Forms
8D5 Technology resources meet the needs of the program.
Evidence of Compliance:
Narrative:
Describe how the program uses technology for instructional and other purposes.
Describe how the available instructional technology meets the needs of the program.
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 33
Appendices & On-site Material: See SSR Instructions & Forms
8D6 Core faculty have access to sufficient space and equipment to fulfill their scholarly agendas.
Evidence of Compliance:
Narrative:
Describe the scholarship equipment and space needs of each core faculty member.
Describe the scholarship equipment and space to which core faculty have access.
Appendices & On-site Material: See SSR Instructions & Forms
8E The resources of the institutional library system and related learning resource centers are adequate
to support the needs and meet the goals of the program, faculty and students.
Evidence of Compliance:
Narrative:
Describe the adequacy of the library resources, including the technological resources, and related learning
resource centers available to the program faculty and students.
Describe the accessibility of library resources and related learning resource centers to program faculty and
students.
If the educational program has its own facility for books, periodicals, instructional, and audiovisual materials,
describe how the facility and materials are in an environment that is conducive to their intended purpose and
accessible to students and academic faculty when needed.
Appendices & On-site Material: See SSR Instructions & Forms
8F The clinical sites available to the program are sufficient to provide the quality, quantity and variety
of expected experiences to prepare students for their roles and responsibilities as physical
therapists.
Evidence of Compliance:
Narrative:
Describe the process used by the program to determine that the clinical education sites offer experiences for the
students consistent with the goals of the clinical education portion of the curriculum and with the objectives of the
individual clinical education courses in the curriculum.
Describe how the program ensures a sufficient number and variety of clinical education sites to support the goals
of the clinical education portion of the curriculum and to meet the objectives of the individual clinical education
courses in the curriculum.
Appendices & On-site Material: See SSR Instructions & Forms
8G There are effective written agreements between the institution and the clinical education sites that
are current and describe the rights and responsibilities of both parties. At a minimum, agreements
address the purpose of the agreement; the objectives of the institution and the clinical education
site in establishing the agreement; the rights and responsibilities of the institution and the clinical
education site, including those related to responsibility for patient/client care and to responsibilities
for supervision and evaluation of students; and the procedures to be followed in reviewing, revising,
and terminating the agreement.
Evidence of Compliance:
Narrative:
Briefly describe the provisions of the clinical education contracts used by the program.
Describe how the program maintains the currency of written agreements with clinical education sites.
Describe the process used to ensure that there are current written agreements between the institution and the
clinical education sites.
Appendices & On-site Material: See SSR Instructions & Forms
STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF
PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15; 3/4/16; 10/31/17; 12/7/17)
11/11/15 34
8H Academic services, counseling services, health services, disability services, and financial aid
services are available to program students.
Evidence of Compliance:
Narrative:
Briefly describe the academic, counseling, health, disability, and financial aid services available to program
students.
Appendices & On-site Material: See SSR Instructions & Forms
Note: Accessibility of these services for students taking distance education courses is requested in 6K8.
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