On-site Reviewer Update - January 2021 - Commission on Accreditation in ...
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On-site Reviewer Update
January 2021
Attention!!!
Session is being
recorded Update Login Information
Update Profile / Resumé Information
Update Onsite Visit Conflicts
Recording will be posted Access to Additional Needed Materials
View Resume
Go to your CAPTE Portal
homepage
Log in and Click on Access to
Additional Materials
Link will be provided
Purpose of the Update • Address the impact of COVID-19 on visits • Review revisions to the Standards and Required Elements adopted fall 2020 • Provide Accreditation Department updates • Answer questions • Allow for dialogue
Welcome Candy Bahner Cindy Mihelich Michael Chevalier Ellen Price Interim Director PTA Specialist Pre-Accred Specialist PT Specialist
Site Visits During the Pandemic
Site Visits
• Virtual Site Visits
– Will continue at least through July 2021
– Narrated video tour of program facilities now provided to
the team two weeks before visit with other site materials
– Positive feedback from programs and teams
– Follow up on-site visits that are required by USDE will be
scheduled as soon as feasible
• On-site Visits after the pandemic ends
– Hotel reservations are now responsibility of team
What Is The Same?
• Your role: verify and clarify their report
• Length of visit
• Activities
– Team discussions needed before, during and after
– Individuals interviewed
• Concurrent interviews can still occur
– Consultative session for reaffirmation/initial accreditation
• Written report and Persons Interviewed, Materials Reviewed,
Updated General Information Forms submitted
• Signature page with electronic signature submitted
• Peer assessments
What is Different with Virtual Visits?
• Dependent on technology • Sunday schedule –
• Participants might be in reaffirmation/initial
different time zones accreditation
– Start interviews: PD, CE
• Materials are available 2
faculty, graduates,
weeks before visit employers, advisory
• Review of materials committee
completed before visit • Will not see facilities in
starts personWhat is Different with Virtual Visits?
• PD identifies platform (at • During visit, a team
least 14 days before visit) member is to have
• PD responsible for control over virtual
ensuring all participants
platform
know how to use selected
platformBefore the Virtual Visit
• Determine platform will be • Determine how Team will
used for Team discussions share documents
• Test virtual platform(s) • PD will provide visit
• Team Meetings schedule
• Schedule planning meetings • Only change for good
ADD reasons – not personal
preferences!
• Strongly recommend
brief breaks between
interview sessionsDuring Virtual Visit: Interviews
• Start 1st meeting 15 minutes ahead of schedule to work
out any technical issues
– Depending on platform, review: mute microphone, raise hand,
etc.
• Ensure everyone can see and hear others
– Allow for voice or video delay
• Introductions; update Persons Interviewed Form
– Use names during interview
• Look at camera so making ‘eye contact’ with participantsDuring Virtual Visit: Exit Report
• Determine team responsibilities ahead of time
• Write/finalize Tuesday evening & Wednesday am
– Should not be copy & paste of response from each element!
– Any issues discussed in report should be identified in Exit Report
• Read exit summary to PD first, then next group
– May share screen with Exit Summary PowerPoint
• Informs the group the role of the Team, process after visit ends and date of
CAPTE Meeting when program will be reviewed
• As you present can show each standard
• Do not provide written copy of Exit Report that includes sharing your
screen for them to read alongVirtual Visit Report
• Verify what you find
– Not just confirm what is in the SSR- triangulate by materials
reviewed or interviews confirmed
• Report must explicitly identify any area not thoroughly reviewed
during the virtual visit
• Request for additional material
– Included in the Element and state reason for the request
– Must exist- not create
– Candidacy- No new materials
• Signature Page: Electronic signatures are acceptable
– Could submit 3 individual pages if needed.Virtual Visit Report
• Address facilities based on video if available
– Verify with student and faculty interviews especially when video
is not available
• Be cautious with Candidacy Visit Report
– No new Materials
– Address where they are in the process; be specific
• Visit Report templates are being modified to include the
SRE changes
– Visits scheduled for January may not have the current template
– Refer to the modified SREs and respond accordinglyEffect of COVID-19 on Visits
and SSRs/AFC
• All components of previous CAPTE’s guidance remains in effect
• http://www.capteonline.org/uploadedFiles/CAPTEorg/Homepage/CAPTE
ResponsetoCOVID19.pdf
• What has CAPTE allowed?
• PRE-APPROVAL NOT REQUIRED
• Distance Education delivery of courses
• Curriculum sequence changes for current cohorts
• PT – Clinical requirements: minimum of 30 weeks EXCEPT
• 28 weeks of clinical education for students in last 12 months of
curriculum if achieved entry level in at least one full time experience
• Alternative Learning ExperiencesEffect of COVID-19 on Visits
and SSRs/AFC
• Expectations for SSRs & AFCs • PT element 6K (PTA 6I)
• For each applicable element, • Need to address distance
programs are expected to education elements during the
temporary change
provide business as usual and
• Program policy changes
then describe changes due to
COVID-19. • Example- change in sequence or
meeting pre-requisite of attending
• Fact finding - verify and clarify clinical before course is
submitted document completed
• Not making judgements • Changes in policies or
regarding changes expectations for safety
• Clinic
• LabEffect of COVID-19 on Visits
and SSRs/AFC
When the national health emergency ends
• Changes allowed by CAPTE guidance related
to clinical education experiences and
curriculum sequencing may carry through until
graduation for students who are actively
enrolled in the program, unless the program
chooses to return to its pre-COVID-19 policies
and procedures for those students.Revisions to Standards and Required
ElementsRevisions to Standards and Required Elements
• Clarifying changes were made to several elements in the
PT and PTA Standards and Required Elements (SRE)
• The updated documents can be found on CAPTE's
website
– Click on Accreditation Handbook under quick links
from CAPTE home page
• 2021 Submissions – expected to address changes
– Those close to submission might not have been able
to includeRevisions to Standards and Required Elements
1C2 Licensure pass rate: removed requirement to provide rate by cohort
• VR: confirm / provide ultimate & first-time rates based on FSBPT report
• Don’t comment on meeting CAPTE’s expectation
1C4 Students demonstrate entry-level clinical performance during clinical education
experiences
• Confirm that the syllabus for the last clin ed course delineates expectation for entry-level performance
• If review of provided data from last graduating class indicates not all students were marked at entry-level,
determine/confirm for those that graduated, if or how, program determines if student was at entry-level
• Describe what was done in the VR if the program didn’t include in SSR
1C5 Program graduates meet the expected outcomes as defined by the program
• Graduate data required, not student data
• VR: confirm if post-graduation data was provided in SSR; if not, request program to submit summary of
data with response to VR – if the data exists!Revisions to Standards and Required Elements
2A Program assessment
• In addition to program assessment outlined in 2B1 – 2B5, description of process and overall
strengths and weakness are included
2B1-2B5 Requires assessment of each area if student achievement is below expectation OR is
trending downward
• VR: if performance related to 1C1, 1C2, 1C3 or 1C4 is below threshold or trending downward,
confirm if a comprehensive assessment was done for each 2B element
3A Institution authorized under applicable state law; includes clinical education and distance
education
• Evidence list now includes need to document authorization to provide distance education in
other states if that is applicable – who at the institution is responsible for this?Revisions to Standards and Required Elements
3B Institution accredited agency or association recognized by USDE or CHEA
• VR: no change. Revision now aligned with USDE language
3C Institutional polices related to academic standards and faculty roles and workload
• Institutional support is not limited to just reduction in teaching load for administrative
functions
• Requests specific location where workload policies are found
• Request formula used to determine workload
• If program policies differ from institution, requests description of how different
3F Handling complaints that fall outside of due process
• Requests identification as to where the policy is available for internal and external
stakeholders
• Requests URL – does the policy live on their website?
• VR should provide URL if SSR did not, or if different than what is provided in SSRRevisions to Standards and Required Elements
4A, 4G & 4I: Revised language regarding licensure for faculty
• Holds an active, unrestrictive PT license in US jurisdiction and the state where the program is located if
required by the state’s jurisdiction
• 4A: relates only to faculty teaching clinical PT content
4A The proviso that all core faculty have doctoral preparation is now in effect
• If individual enrolled in an academic doctoral degree program as of 1/1/20, have until 12/31/2025 to come
into compliance
• There is also addition to core faculty definition: If not appointed to and employed primarily in the DPT
program, the majority of the individual’s work at the institution must involve the DPT Program.
4D Associated faculty involved in 50% or more of a course
• Makes language in element consistent with language in other Instructions and Forms packet, including
expectation that lab assistants in courses where they are responsible for working with student for more
than 50% of lab contact hoursRevisions to Standards and Required Elements
4N Collective core faculty are responsible for assuring students are professional, competent, and
safe and ready to progress to clinical education
• This is about what the collective core faculty do – not individuals in individual courses
• VR: indicate if /how the collective core faculty ensures students are professional, competent
and safe prior to entering clinical education
6L3 Clinical education experiences include involvement in interprofessional practice
• Clarifies that this element is ONLY about clinical education experiences
6M (PT) Clinical education component of curriculum includes a minimum of 30 weeks/1,050
hours of full-time clinical education
• Allow programs to look at hours and not just weeks
• VR: confirm how many weeks or hours are required for full time clinical educationRevisions to Standards and Required Elements 7D Practice Expectations • Maximum of 5 objectives changed to 2-5 objectives • Requests outcome data that demonstrates actual level of achievement for each practice expectation that can be qualitative or quantitative • VR: add a team’s comment under 7D if seeing any trends rather than repeat multiple times; for example, except where otherwise indicated course objectives reflect entry-level expectations
Non-SRE Changes: PT Programs Revised Physical Therapy Faculty and Scholarship Position Paper • Located in the CAPTE Accreditation Handbook at http://www.capteonline.org/AccreditationHandbook/ • Discusses the rationale and expectations for scholarship • Changes the expectation for new faculty to have disseminated accomplishments in a peer review format from 5 years to 3 years Core Faculty Determination Table • Not a required form • Created to assist faculty and CAPTE in determining who is a core faculty member • Looks at components of the definition of a core faculty member as well as the elements that address core faculty responsibilities • Available on webpage for faculty at accredited programs: • http://www.capteonline.org/uploadedFiles/CAPTEorg/About_CAPTE/Programs/Accredited/Core-Faculty- Determination-Table.doc
Frequency of Citations as of 11/2020 – PT Programs
Candidacy (n=21) Initial Accreditation (n=27) Reaffirm (n=103)
1C5 Graduate Outcomes 24% n/a 16%
2A Assessment Process 24% 15% 11%
2C Curriculum Assessment 24% 19% 13%
2D Planning 5% 22% 13%
4A Core Faculty Qualifications 67% 19% 12%
4B Core Faculty Scholarship 33% 33% 23%
4D Associated Faculty 29% (1%) (4.6%)
4K Collective Faculty: Blend 14% 19% 12%
7D40 Informatics 19% 22% 7%
8A Sufficient # Core Faculty 19% 30% 15%
8B Secretarial/Admin/Technical 14% 15% 10%
Support
© Accreditation, APTA 27Accreditation Department Updates
COVID-19 Impact Survey
• First Survey covered March – August 2020
• Next Survey will cover Sept 2020 – Feb 2021
• No real surprises
– Moved to DE courses quickly
– Disruption in sequencing due to inability to have face-to-face labs and attend
clinical education experiences
– Approximately 1/3-1/2 of the programs changed policies & academic calendar
– Smaller number of programs experienced delayed matriculation, smaller class
size and delayed graduation
– Loss of fiscal resources; loss of human resources
– Long term effects: positive and negativeAccreditation Staffing:
• Two open positions
– Director
– Lead PTA Programs Specialist
• One recent change: Tej Chana will be leaving next week
• Filled position
– Sr. Accreditation Office Coordinator filled by Kristy
Gramling who will be the initial point of contact for
emails and phone callsStandards & Required Elements:
5 Year Review/Revision
• Last revision in 2016 created the Standards &
Required Elements
• Community input will be solicited during various
stages of the process
– Please respond!
• How long the process takes is dependent upon
the extent of the revisions.Self-Study & Developing Program Workshop
• Three virtual webinars held for each workshop
– The cost is $50 for the workshop
• Can be reimbursed if have done at least one visit in the last two years
• Would need to pay, print receipt and submit in Concurs
• Information, dates and registration links online
– Click the Workshop button under Quick Links from our home
page (www.capteonline.org)
New On-site Reviewers Training This Summer
• Request for recommendations for non-PT and practitioner team members
• Send recommendations to accreditation@apta.org or to lead specialistsWorkshop Webinar Dates Developing Program Workshop: 12 pm – 3:30 pm ET • Wednesday, January 27, 2021 • Friday, January 29, 2021 • Wednesday, February 3, 2021 PTA Self-study Workshop: 12 pm – 3 pm ET • Wednesday, March 3, 2021 • Tuesday, March 9, 2021 • Thursday, March 11, 2021 PT Self-study Workshop: 2 pm - 5 pm ET • Monday, March 1, 2021 • Thursday, March 4, 2020 • Monday, March 8, 2020
Additional Questions? / Open Dialogue
Thank You For Joining US!
Unsure: accreditation@apta.org
Candidacy Mike Chevalier
PTA Cindy Mihelich
Commission on Accreditation in Physical PT Ellen Price
Therapy Education OSVs Tasha Johnson
American Physical Therapy Association
OSVs Teresa Emmons
3030 Potomac Ave., Suite 100
Alexandria, VA 22305-3085 Portal Lead specialist
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