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COMMISSION ON ACCREDITATION IN PHYSICAL THERAPY EDUCATION
AMERICAN PHYSICAL THERAPY ASSOCIATION
1111 North Fairfax Street Alexandria, Virginia 22314
VISIT REPORT
of
Indiana State University
NAME OF INSTITUTION
Doctor of Physical Therapy Program NAME OF PHYSICAL THERAPY PROGRAM
November 5-8, 2017
DATE OF ON-SITE VISIT This report represents the views of the on-site review team and was prepared after careful study of the program's Self-study Report and the information received and materials reviewed during the site visit. The Program Administrator and the chief administrative officers of the institution are requested to review copies of the report and may comment on it before it is considered by the APTA Commission on Accreditation in Physical Therapy Education (CAPTE). This report is a confidential document prepared as an educational service for the benefit of the program in physical therapy and for use by the Commission on Accreditation in Physical Therapy Education in determining an accreditation status based on compliance with the Standards and Required Elements for Accreditation of Physical Therapists Education Programs. The United States Department of Education (USDE) requires all recognized accrediting agencies to provide for the public correction of incorrect or misleading information an institution or program releases about accreditation or preaccreditation status, contents of reports of on-site reviews, and accrediting or preaccrediting actions with respect to the institution or program. [34 CFR 602.23(d) and 602.23(e)] The institution and program must make accurate public disclosure of the accreditation or preaccreditation status awarded to the program. If the institution or program chooses to disclose any additional information within the scope of the USDE rule, such disclosure also must be accurate. Any public disclosure of information within the scope of the rule must include the agency’s street address, email address and phone number: Commission on Accreditation in Physical Therapy Education, 1111 North Fairfax Street, Alexandria, Virginia 22314; [email protected]; (703) 684-2782 or (703) 706-3245. If the Department of Accreditation finds that an institution or program has released incorrect or misleading information within the scope of the USDE rule, then it, acting on behalf of CAPTE, will make public correction, and it reserves the right to disclose this Visit Report in its entirety for that purpose.
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GENERAL INFORMATION FORM
(This a required 2-page form, even if there are no changes.)
INSTITUTION
Institution name Indiana State University
Name of Chief Executive Officer Dan Bradley
Administrative title President
Unit or school in which the
program resides
Department of Applied Medicine and Rehabilitation, College of
Health and Human Services
Name of administrative official of
the unit or school in which the
program resides
Caroline Mallory
Administrative title Dean
PROGRAM DIRECTOR
Name of Academic Administrator Howell Tapley
Administrative title Program Director
PROGRAM
Title of program Doctor of Physical Therapy Program
Degree awarded DPT
CURRICULUM DESIGN CHARACTERISTICS
Identify type of term:
eg, Semesters, Quarters
Semester # of terms in
academic year
3 Total # of terms to
complete degree
9
Length of professional/technical coursework in weeks
(including exam week; count exam week as one week)
128
CLINICAL EDUCATION
Total hours of clinical
education
1440 # of weeks of full time clinical education 36
3
INSTITUTION COMMENTS:
FACULTY
Number of core faculty positions
PT full-time core 5 Non-PT full-time core 1
PT part-time core Non-PT part-time core
Number of vacancies in currently approved (or) funded core faculty positions
Full-time 2
Part-time FTEs
FTE for associated faculty (in 50% or > of course) .55
List the names and credentials of core and associated/adjunct faculty members who currently teach in the entry-level program. Identify the FTE for each person. (See instructions regarding calculation of FTE allocations.) (insert rows as needed)
CORE FACULTY
NAME FTE NAME FTE
Dan Coovert 1 Howell Tapley 1
Kellee Hanigan .8 Stasia Tapley 1
Jeremy Houser 1
Brittney Storms 1
ASSOCIATED FACULTY (those that have responsibilities in 50% or more of a course)
NAME FTE NAME FTE
Dan Cleveland .11 Steve Tepper .11
Al Finch .11
Jim Hughes .11
Jimmie Storms .11
STUDENTS Number of students in the professional/technical program
Freshmen (PTA programs) Grad 1 (PT programs) 30
Sophomore (PTA programs) Grad 2 (PT programs) 27
Grad 3 (PT programs) 16
Senior (PT programs 3+3) Grad 4 (PT programs)
OUTCOME DATA Provide data for last class(es) for which data is available.
For the most recent cohort For the most recent two cohorts
Data being reported for Class of: Classes of:
Graduation rate (see definitions)
Graduation rate % Graduation rate %
Performance on Licensure Exam (regardless of degree offered)
Number of graduates who took the examination at least once
Total number of graduates who took the examination at least once
Number of graduates who passed the exam after all attempts
Total number of graduates who passed the exam after all attempts
Pass rate based on above numbers
% Pass rate based on above numbers
%
Employment rate (see definitions)
Employment rate % Employment rate %
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PERSONS INTERVIEWED AN ASTERISK (*) indicates the name of each person who attended the Exit Summary.
Administrative Officers: Daniel Bradley, PhD, President Michael Licari, PhD, Provost *Caroline Mallory, PhD, RN, Dean, College of
Health and Human Services *John Pommier, PhD, Chair, Department of Applied
Medicine and Rehabilitation
Students enrolled in an early phase of the program (eg, 1st year in program): Sarah Arney Andrew Keal Brady Collins Nick Solum Nathan Wrzesinski Kyle Yeager
Program Administrator (Director, Chair etc.): * Howell Tapley, PT, PhD, OCS
Students enrolled in mid phase of the program (eg, 2nd year in program): Tori Brown Nicole Hranchook Austin England Tyler Salzemnieks Robert Jass Collin Wollenmann
Core Faculty: *Dan Coovert, PhD *Kellee Hanigan, PT, DPT, GCS, WCC *Jeremy Houser, PT, DPT, OCS *Brittney Storms, PT, DPT, MBA, NCS *Stasia Tapley, PT, DPT
Students enrolled in a late phase of the program (eg, last year in program): Dylan Abshire Chelsey Prince Jenni Markham Justin Shaffer John Nguyen Jake Vogel
Associated Faculty: Alfred Finch, PhD Jimmie Storms, PT, DPT Dan Cleveland, Pharm D Tobin Wingard, PT, DPT, GCS Jim Hughes, PhD
Advisory Board: Charlie Welker, PT, CEO Yvette Hernandez, PT Leah Salvador, PT, DPT, MBA
Clinical Education Faculty (CCCEs and CIs): Danielle Jena, PT, DPT, ATC Jimmie Storms, PT, DPT Nicole Walter, PT, MPT Dena Garnette, PT, DPT
Employers of graduates of the program: N/A
Other: Greg Halls, Development Officer (tour of new
building Marsha Miller, Librarian Kourtney Helms, RHIC Staff (tour of Sim
Center)
Support Personnel: Kathryn Warfel, Administrative Assistant to DPT
Program Jill Davis, Administrative Assistant to DPT Program
Attended the Exit Summary only, if applicable: *Susan Powers, Academic Affairs
INSTITUTION COMMENTS:
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Row Element(s) Required On-site Materials List PTA and PT Programs
Provided Reviewed
1
1C2 FSBPT, or appropriate licensing agency, reports on performance of program graduates on the licensing exam
N/A N/A
2 1C4 Data demonstrating each student who completed the program within the last year demonstrated entry-level performance by the end of their last clinical experience
X X
3 1C5 Summary of graduate data collected in the past 2 years N/A N/A
4
1C6 Summary of data collected in the past 2 years related to the program meeting its expected outcomes
X X
5 2A Minutes of meetings at which program assessment is discussed X X
6 2A, 2B1, 2B2,
2B3, 2B4, 2B5,
2C
Summary of assessment data collected in the last 4 years X X
7
2C Minutes of meetings in which curriculum evaluation, including clinical education, is addressed
X X
8 2D Minutes of meetings in which program planning is discussed X X
9
3A Copy of authorization(s) to provide post-secondary education and the physical therapist assistant program (PTA Programs) or the professional physical therapy program (PT Programs).
X X
10 3A Copy of state authorizations for clinical education experiences that occur out of state X X
11 3B
Copy of cover letter of most recent institutional accreditation action. If the institution’s accreditation status is other than full accreditation, provide a copy of the most recent accrediting agency report on the institutional accreditation status.
X X
12 3C, 3E, 8A Collective Bargaining Agreement or Union Contract, if applicable N/A N/A 13 3F Records of complaints, if any N/A N/A 14 4A, 4E Faculty/course evaluations for core faculty, which may be redacted
15
4A, 4D 6G & 7D (PTA) 6I & 7D (PT)
Sample course materials, assignments, graded exams and other evidence of student work; Examples of teaching materials that support instructional methods described in narrative (note: this includes information being requested in row 38)
X X
16
4A, 4G, 4I
Evidence of licensure to practice in any United States jurisdiction for core faculty who are PTs/PTAs and are teaching clinical content; for the program director; and for the clinical education coordinator. For CAPTE accredited programs outside the United States, evidence of licensure or regulated in accordance with their country's regulations.
X X
17
4D, 4F If associated faculty are utilized, faculty/course evaluations for associated faculty, which may be redacted
X X
18
4E At least two examples of completed core faculty development plans, which may be redacted X X
19
4F If applicable, an example of completed associated faculty development plans, which may be redacted
N/A N/A
20 4H Evaluations of the program director X X
21
4J Evaluations of the clinical education coordinator(s) from multiple sources (eg, students, clinical education faculty).
X X
22 4J List of clinical faculty development that has occurred within the last 3 years X X
23
4J Sample communications within the last year between the clinical education coordinator(s) and the clinical sites and between the ACCE/DCE and the students
X X
24
4J Sample completed tool(s) used within the last year to assess student performance during clinical experiences
X X
25 4L Minutes of meetings at which academic regulations are discussed X X 26 4M Minutes of meetings at which the curriculum is discussed X X
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Row Element(s) Required On-site Materials List PTA and PT Programs
Provided Reviewed
27
4N
Minutes of meetings prior to student engagement in clinical education where the core faculty determine the:
• expectations for safety in student performance; and
• list of skills in which students are expected to be able to perform safely and competently
X X
28
4N Two sample graded practical exam rubrics for each course that includes the practice of clinical skills.
X X
29 4O Examples of completed tools used to evaluate clinical teaching effectiveness of CIs X X 30 4O Summary data of clinical education faculty assessments. X X 31
4O
Summary of data collected about the qualifications of the clinical education faculty (e.g., years of experience, specialist certification, or other characteristics expected by the program) for the clinical education faculty in the active clinical education sites.
X X
32 5B Financial Aid Brochure, if one exists N/A N/A 33
5C
If an enrollment agreement is used, provide signed enrollment agreements for ALL enrolled students; provide by cohort in alpha order by last name of student. Provide an alpha list, by cohort, of the last name of all students enrolled in the program.
X X
34 5D Records of ongoing calibration and safety check of laboratory equipment X X 35 6A If there is a state-mandated curriculum plan, provide a copy N/A N/A
36
PTA 6G, 7D
Examples of teaching materials that support instructional methods described in narrative X
PT 6I, 7D
37
PTA 6H
Comprehensive exam at end of program or comprehensive exams administered at different points in the program, if given.
N/A N/A
PT 6J
38
PTA 6H
Samples of graded assignments that represent the variety of tools used to assess student performance; samples of feedback provided to students for ungraded work, if applicable (Note: this is also included in line 15; different information is NOT being asked for. This is just identifying the materials that specifically relate to the element that addresses evaluation of student work).
X X
PT 6J
39
PTA 6I
Sample evaluations of courses and faculty for distance education courses, which may be redacted
X X
PT 6K
40
PTA 6J, 8F
Clinical education files for clinical sites used, or planned to be used, by currently enrolled students. At a minimum, clinical education files are expected to include a current Clinical Site Information Form or equivalent data and student evaluations of clinical experiences
X X
PT 6K, 8F
41 8B Job descriptions of secretarial/administrative and technical support staff X X 42 8C Program budget documents X X 43 8D1, 8D2 If the program uses rented facilities, provide a copy of the written agreement N/A N/A 44
8D4
If the program uses loaned equipment or uses equipment at facilities other than at the institution and, if there are written agreements for use of this equipment, provide a copy of the written agreement
N/A N/A
45 8D4 Inventory list of equipment X X 46 8D4 List of equipment borrowed/loaned or used off-site X X
47
8E List of the library resources related to program needs for both program faculty and students.
X X
48
8F List of clinical education sites that have accepted at least one student annually in the last 2 years
X X
49
8F Compiled data of available sites for current academic year based on annual clinical experience requests
X X
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Row Element(s) Required On-site Materials List PTA and PT Programs
Provided Reviewed
50 8F, 8G
Provide a current (unexpired) written agreement for all active clinical sites. (Active clinical sites are those sites the program expects to use for students currently enrolled in the program.)
X X
INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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ON-SITE REVIEW TEAM'S FINDINGS RELATED TO THE STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF PHYSICAL THERAPISTS
EDUCATION PROGRAMS
AN OVERVIEW OF THE QUALITY OF THE PHYSICAL THERAPY EDUCATION PROGRAM
Brief description of the history of the program Indiana State University (ISU) was founded in 1865 as Indiana State Normal School. The University went through two other name changes until it became Indiana State University in 1965. Today, ISU is an institution of over 13,500 students offering more than 100 majors, 60+ online programs, and endless opportunities for both undergraduates and graduates, which are representative of 69 countries. Indiana State University takes pride in its mission of being committed to community engagement, experiential learning, and career readiness. Of the seven colleges within ISU, the College of Health and Human Services, founded in 2008, houses the School of Nursing and seven Departments, including the Department of Applied Medicine and Rehabilitation. This Department offers five professional allied health care programs, one of which is the Doctor of Physical Therapy (DPT) program. Indiana State University is a university geared to promote community involvement whether it is local or halfway around the world. This is accomplished by fostering student excellence in a learning environment that prepares productive citizens who are ready to serve. Brief description of the program Located near the state’s western border along the eastern bank of the Wabash River, with a city population of 61,000, a metropolitan population of approximately 171,000, and an economy that is predominantly agricultural, the University’s Doctor of Physical Therapy program (referred to as the Program) is one of five Doctor of Physical therapy programs in the state of Indiana. The Program received candidacy in the spring of 2015 and is seeking initial accreditation to offer the Doctor of Physical Therapy (DPT) program with an inaugural class of 16 students who enrolled in May of 2015. The Program is a postgraduate program requiring a bachelor’s degree for entry. The Program has six core faculty with two vacancies, 15 associated faculty, and plans to admit 30 students each year. The Program uses a hybrid model, incorporating a system-based model with a traditional approach, in that the organization of the curriculum is one of progression of learning through a sequence of foundational clinical sciences to advanced and specialized courses, simple to complex, embracing the whole person concept. STANDARD 1: MISSION, GOALS, OUTCOMES The mission of the Program appears congruent with those of the University’s College of Health and Human Services and Applied Medicine and Rehabilitation Department. The Program strives to be a center of excellence in clinical training, community service learning, leadership, interdisciplinary education, and scholarship. Following this mission, the Program is in the process of preparing graduates who are competent academically, guided by professional ethical principles and a code of conduct, and contributing to excellent patient care that optimizes health and function within the local and global communities. Outcome assessment methods are in place and provide the faculty with the opportunity to complete an overall assessment process based on critical information provided at the present by students and clinical instructors, but which will eventually include graduates, employers, and other external measures. Graduation rates, employment rates, and licensing pass rates will not be available until a cohort graduates, which is expected in May of 2018. Goals and expected outcomes reflect the expectations of the Program, faculty, and students in meeting the shared mission.
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STANDARD 2: ASSESSMENT, PLANNING The assessment plan includes the critical elements anticipated to help determine if the program is meeting its mission, goals, and planned outcomes. Systems are in place for continuous improvement in the Program, and outcome data are regularly evaluated to guide changes in the curriculum and/or policies. The Program moved into newly renovated space in several buildings dedicated to the College of Health and Human Services with a new building opening in January of 2018, which will provide space for two additional labs. Space for faculty offices, along with classrooms and laboratories for teaching and research appear adequate and reasonably appointed. Students are recruited through the ISU DPT website and through ISU’s listing on PTCAS. The enrolled students in the three cohorts are below desired Program minority threshold, but there are plans to enhance recruitment of a more diverse population. Current students appear prepared to succeed in the curriculum and are pleased with the University’s intellectual environment for its students and faculty. The six core faculty members, including specialists, researchers, and clinicians, along with the associated faculty and clinical instructors, appear to provide the educational expertise necessary to deliver the Program. STANDARD 3: INSTITUTION & PROGRAM: INTEGRITY Indiana State University has legal authorization to grant its degrees and meets legal requirements to operate as an institution of higher education in the state of Indiana. It is accredited by the Higher Learning Commission (HLC), which is a Commission of the North Central Association, recognized by the US Department of Education, and has the authority to offer the Doctor of Physical Therapy degree. The DPT program faculty and the program director have policies related to workload expectations for core faculty. These expectations encompass curriculum planning, teaching, scholarship, service, student advising, and administration. Program faculty have also determined academic standards and expectations for students within the guidelines of the institution. The Program has been and remains compliant with accreditation policies and procedures. STANDARD 4: PROGRAM FACULTY The core faculty appear well qualified and experienced in both clinical practice and the delivery of physical therapy education. Faculty foster a collaborative culture and are involved in scholarship and service activities. Collectively, faculty are responsible for the development and delivery of the curriculum, determining students’ readiness for clinical practice, as well as the development, revisions, and maintenance of academic regulations/policies/procedures. In addition, the core faculty is supported by associated faculty and guest lecturers from physical therapy and other related disciplines, which provide excellent support. An effective, regular assessment process, for both the core and associated faculty is in place. The Program Director is a core faculty member with experience in education and leadership. From the perspective of both faculty and higher administration, the leadership provided by the Program Director offers a solid foundation for continued growth and development of the Program. The DCE appears to have the qualifications necessary for this role. The DCE has the enthusiasm and skills to be effective in developing, coordinating, and conducting the clinical education program. This individual has responded promptly to clinical education issues related to timely communications, student performance, and use of the Clinical Performance Instruments (CPI) to evaluate students. The DCE monitors the quality and regulatory compliance of the clinical education faculty and of the clinical education experiences. The Clinical Instructors, most of whom have completed the CI credentialing course, meet the program’s requirements for clinical experience and competence. They appear to understand the rights, privileges, duties, and responsibilities of their role.
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STANDARD 5: STUDENTS Policies, procedures, and practices that protect the rights, safety, privacy, and dignity of students affiliated with the program are written, disseminated, and appear to be followed. The program recruits, admits and plans to graduate, students consistent with the mission and goals of the institution. Necessary information related to retention/progression/dismissal is provided in a timely manner to students through various channels. STANDARD 6: CURRICULUM PLAN The Program’s curriculum plan is based on contemporary information and a sound educational theoretical framework and appears to incorporate up to date critical professional standards. Students of the program report that the curriculum sequence facilitates learning and integration of acquired knowledge and skills. All courses appear to have syllabi with clear objectives and include a variety of instructional methods and evaluation processes. The curriculum plan includes a method of assigning students to clinical education experiences that include significant individualization via the collaboration of the faculty, the student, and DCE. The Clinical Education Handbook appears to adequately describe the clinical education process. There is an annual formal evaluation of the curriculum. Specific processes appear in place that provides for a well-rounded and thorough evaluation. Utilizing course evaluations, faculty and student feedback, clinical education performance information, and feedback from clinical faculty (and in the future employers/licensure results), the curriculum review informs future changes for improvement. Also, an annual formal evaluation of the clinical education program occurs. Utilizing a variety of sources, the formal review appears to address placement, length, number, and variety of sites, quality of the experiences, the effectiveness of the clinical faculty, and compatibility with the Program’s philosophy. The professional curriculum is 9 semesters (128 weeks), totals 100 semester credit hours, and incorporates 36 weeks of full-time clinical education and practice. Based on post-baccalaureate credit hours earned, and achievement of outcomes expected of students, the Program within the Applied Medicine and Rehabilitation Department at ISU will award graduates the Doctor of Physical Therapy degree. STANDARD 7: CURRICULAR CONTENT The curriculum includes the individual components and a blending of the biological, physical, behavioral, and clinical sciences. The curriculum involves traditional coursework in foundational sciences providing concepts and the principles upon which the clinical practice of PT is built. Clinical applied coursework is strategically positioned with other courses of related content to apply the sciences and to allow for learning of simple to complex interactions within a contextual framework of patient care. The curriculum utilizes a variety of methods to prepare students for entry-level practice to the profession. Review of the course descriptions and syllabi within the curriculum indicate that the objectives were written using the hierarchy of learning in the psychomotor, cognitive, and affective domains; a consistent grading system was used throughout, and a variety of learning experiences reinforced the didactic information. Perceived strengths of the curriculum include the incorporation of the integrated, experiential learning opportunities, with the focus on serving the rural or underserved community. The clinical education experiences are efficiently and effectively organized by the DCE and clinical education team. The clinical assignments include placements in orthopedic, neurological, and acute care in both outpatient and inpatient settings. Clinical education sites are designed to give the students practice with specific disease management across the lifespan, to allow for experiences in the continuum of care, to have opportunities for an interdisciplinary approach, and to expose the student to administration and management functions.
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STANDARD 8: RESOURCES The Program is housed in renovated space in a few buildings, with plans to expand into the new College of Health and Human Services building, as well as access to other building resources in which there are adequate classroom and lab/research rooms to meet program goals and mission. The students perceive the space in these various buildings as a program strength. The program also has access to the SMART Lab, an anatomy facility and state-of-the-art simulation center, Clinical Learning and Simulated Skills Center, located at Union Hospital. The number of faculty and staff appear sufficient to meet the outcome expectations of the Program. The Program appears to possess the necessary space and equipment to carry out current educational and scholarship needs of both students and faculty. Student services, including health services, counseling, financial aid, and academic support are provided on the ISU campus. The library provides outstanding resources for students and faculty members to carry out their respective roles as scholars and was noted as a strength by faculty and students. The primary revenue source for the Program is from the student program fees. Financial resources appear sufficient to meet current program needs. INSTITUTION COMMENTS:
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Standard 1 The program meets graduate achievement measures and program outcomes related to its
mission and goals.
REQUIRED ELEMENTS: 1A The mission1 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 preparation2 of physical therapists.
TEAM COMMENTS: ► The Program’s mission statement provided in the narrative of the Self-study Report is consistent with the mission of ISU, College of Health and Human Services, and the Applied Medicine and Rehabilitation Department. The tenets that tie the mission statements together are the development of competent, productive, and skilled professionals through creative learning/clinical activities, interdisciplinary collaboration/education, community service in ways of health initiatives to include rural and/or underserved populations, and scholarship. The President and administrative staff clearly articulated the mission of the institution and that the Doctor of Physical Therapy (DPT) addressed the mission. Overall, the Team was impressed with the consistent internal alignment of the ISU mission throughout the organization, including the DPT program. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 1B The program has documented goals3 that are based on its mission, that reflect contemporary
physical therapy education, research and practice, and that lead to expected program outcomes.
TEAM COMMENTS: ► The goals as presented in the Self-study Report include program goals, student goals, and faculty goals that are all consistent with the program mission. The goals reflect the mission of the institution. There are several overarching program, faculty, and student goals that encompass the following: competent practitioners serving persons in rural and underserved areas contributing to health equity, ethical practice, and research/evidence-based practice. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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.
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1C The program meets required student achievement measures4 and its mission and goals as demonstrated by actual program outcomes.
1C1 Graduation rates5 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%.
TEAM COMMENTS: ►Data reviewed by the site visitors indicates the Program’s retention rate for the first class entering in 2015 is at 100% with an expected graduation rate of 100% in May 2018. Data for the two subsequent cohorts coming in May 2016 and May 2017 are at a retention rate of 93% and 100% respectively. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
1C2 Ultimate licensure pass rates6 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%.
TEAM COMMENTS: ►No data is available for review since the Program will not graduate a class until May 2018. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
1C3 Employment rates7 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%.
TEAM COMMENTS: ►No data is available for review since the Program has not graduated a class.
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. 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.
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INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
1C4 Students demonstrate entry-level clinical performance prior to graduation. TEAM COMMENTS: ►The Program plans to use the Clinical Performance Instruments (CPI) for the inaugural class graduating in May of 2018 and subsequent classes to determine the entry-level performance of students prior to graduation. This data is not available until one week prior to graduation. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
1C5 The program graduates meet the expected outcomes as defined by the program.
TEAM COMMENTS: ►Since the Program has not graduated a cohort yet, the team verified a plan to assess each goal related to program graduates. Survey tools targeted various stakeholders to be used to obtain confirmation that graduates meet the expected outcomes of the Program. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
1C6 The program meets expected outcomes related to its mission and goals.
TEAM COMMENTS: ►A review of samples of faculty course feedback forms, program meeting minutes, peer reviews forms, and interviews with students and the program director verifies that the program meets the expected program outcomes for faculty goals as related to its mission. There was one faculty goal stating that 100% of faculty will provide service at the district, state, or national level. This was met at 85% for the past year. Many of the goals for students and program do not have available data to assess whether expected outcomes are met. The goals and outcomes are reviewed and amended as needed, as verified in conversations with the faculty in both programmatic and individual sessions. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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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.
TEAM COMMENTS: ► The program has provided a brief narrative that discusses the process and provided a Program Assessment Matrix (PAM) describing elements assessed, i.e., admissions, core/associated/clinical faculty meet needs of program/curricular needs, resources (financial, staff, space, equipment/materials, library/learning, student services), and program/institutional policies and procedures. The PAM also identifies individuals responsible and sources or tools used to collect data. The process does support integration with the institutional plan. Minutes of faculty meetings along with interviews of faculty, clinicians, and students verify this assessment process. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► The PAM outlined the principal players and assessment tools utilized for the admissions process. Review of program surveys and samples of program meeting minutes, and interviews with faculty, students, and staff verify that the program meets the needs and expectations of the program. There are plans to incorporate data from graduation rates, licensure pass rates, employment rates, and other stakeholders when appropriate. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 2B2 program enrollment appropriately reflects available resources, program outcomes and
workforce needs. TEAM COMMENTS: ► The PAM outlined the principal players and assessment tools used to assess if appropriate resources, program outcomes, and workforce needs, is appropriate to support program enrollment.
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Review of program surveys and interviews with faculty, students, and staff verify that the program enrollment appropriately reflects resources, program outcomes, and workforce needs. There are plans to incorporate data from graduation rates, licensure pass rates, employment rates, and other stakeholders when appropriate. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 2B3 the collective core, associated and clinical education faculty meet program and curricular
needs. TEAM COMMENTS: ► The PAM outlined the principal players and assessment tools used to assess that the collective core, associated, and clinical education faculty meet program and curricular needs. Review of CVs/scholarship forms/program surveys, and interviews with faculty, students, staff, and clinical instructors, verify that the collective core, associated, and clinical education faculty meet program and curricular needs. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► The PAM outlined the principal players and assessment tools used to assess the adequacy of program resources to meet the program needs. Review of program surveys/course feedback forms/meeting minutes and interviews with administration, the program director, faculty, students, tour of the new building, and staff verify that the resources are appropriate to meet the current and projected program needs. Additionally, the administration of the institution and other college and departmental level discussions indicated that these resources continue to be enhanced as the program identifies additional needs. A tour of a building which will open in early 2018 showed the space which will become two labs for the Program. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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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.
TEAM COMMENTS: ► The PAM outlined the principal players and assessment tools used to assess the adequacy of program policies and procedures, as well as relevant institutional policies and procedures that meet program needs. Review of program surveys/course feedback forms, meeting minutes, and interviews with administration, the program director, faculty, students, and staff verify that the program policies and procedures, as well as relevant institutional policies and procedures, meet program needs. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► There is a detailed history and evidence of a comprehensive, formal evaluation of the professional curriculum, as noted in the Curriculum Assessment Matrix, and review of the ‘Survey Forms’ assessment tools. The sources of data used in the curriculum review and revision, as reported in the Self-study Report, were confirmed on-site through interviews with key stakeholders. Students and faculty report that the changes that were recommended have been made, such as the pathophysiology course becoming a hybrid course and both neuro/ortho experiences are now allowed in the 7th and 9th semesters. The formal evaluation process incorporates discussion with faculty related to feedback from key stakeholders including students, clinical instructors, and guest lecturers. Interviews with students and faculty triangulated these meetings on-site. The program director reports that information from graduates and employers will also be included in future evaluations. Interviews with students who have some clinical education experience indicated that CI’s were strong mentors and that sites were adequate and appropriate, for their learning objectives. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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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.
TEAM COMMENTS: ► The Program described that the long-term planning process is now beginning to occur with the start of the summer 2017 Annual Assessment Retreat going into informal and formal meetings in the upcoming year and will incorporate tenets of the University’s strategic plan which was completed recently. This strategic plan development has a timeline to be completed by summer 2018. The present and near future initiatives have been centered on gaining candidacy/accreditation, admissions, recruitment of personnel, development, and implantation of curriculum, and ensuring appropriate resources are available. A review of the faculty retreat and faculty meeting minutes verifies this process does occur. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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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.
TEAM COMMENTS: ► The team verified from a review of documents that ISU has state authorization to offer degrees/be an institution of higher education, as well as to provide clinical education experiences in other states through affiliation with the National Council for State Authorization Reciprocity Agreements (SARA). INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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). TEAM COMMENTS: ► Accreditation evidence viewed by the on-site team included a copy of a letter dated December 19, 2013, from the Higher Learning Commission (HLC)-A Commission of the North Central Association. As indicated in the letter from HLC, the next reaffirmation process will be scheduled in 2020-2021. The website for the HLC confirms that ISU is fully accredited. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 3C Institutional policies8 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.
TEAM COMMENTS: ► Institutional policies related to academic standards, and faculty roles, and workload, are covered by the policies contained in the University Handbook, which is available online on the website. The Dean of the College of Health and Human Services, and Chairperson of the Department of Applied Medicine and Rehabilitation (where the Department of Physical Therapy is housed), administers these policies with programs granted the authorization to determine faculty workload, as specified in the University Handbook, which was verified via interviews with the Dean, the Program Director, and faculty.
8 Policy: A general principle by which a program is guided in its management.
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Faculty roles and workloads are primarily the responsibility the program director. Decisions are based on the needs of the individual faculty members as well as the needs of the program. The Program Director and senior leaders recognize the variability in the complexity of content being delivered, the delivery methods, and the course contact hours required in negotiating all assignments in collaboration with each faculty member. Administrative and activities consistent with their academic or professional area of competence (not to exceed 20% of the total time allotted to university duties), responsibilities are also considered in developing workload assignments. The flexibility that this allows is reflected in the workloads of the core faculty. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 3D Policies and procedures9 exist to facilitate equal opportunity and nondiscrimination for faculty, staff
and prospective/enrolled students.
TEAM COMMENTS: ► Policies, procedures, and practices exist to facilitate equal opportunity and nondiscrimination for faculty, staff, and prospective/enrolled students as verified through interviews during the visit. Policy and informational documents include the Equal Opportunity and Title IX Office webpage, the Institution/Program Faculty Handbook and Student Handbook. These policy documents include such wording as non-discrimination, work environment, and unlawful to discriminate on the basis of race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity or expression, or on any other basis prohibited by applicable law in any of its programs or activities. The team verified that policies/procedures exist on the Institution’s website and that handbooks are available on the Intranet. Discussions with faculty, students, and staff indicated that they were aware of these policies. New faculty are made aware during orientation, while current students are informed by the Equal Opportunity and Title IX Office available online as well as the Program/Student Program. The handbooks are made available during orientation. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 3E Policies, procedures, and practices10 that affect the rights, responsibilities, safety, privacy, and
dignity of program faculty11 and staff are written, disseminated, and applied consistently and equitably.
TEAM COMMENTS: ► Policies, procedures, and practices which define and protect the rights, responsibilities, safety, privacy, and dignity of program faculty and staff are written, disseminated, and appear to be applied
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.
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equitably according to faculty, students, and staff interviewed during the visit. Policy and informational documents include the Institution and Student Handbook and ISU College of Health and Human Services Faculty Grievance Procedures. These policy documents include such policies as non-discrimination, use of inclusive language, confidentiality of personnel records, faculty development, and appointment and promotion in rank. The team verified that policy handbooks are available on the Intranet. Discussions with recent faculty hires confirmed that they did indeed have an orientation and that they were provided with copies of policies and procedures governing their terms of employment. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 3F Policies, procedures, and practices exist for handling complaints12 that fall outside the realm of due
process13, 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.
TEAM COMMENTS: ► The institution and department do have a formal written policy about handling complaints outside the realm of due process and is found in the Student Handbook and the Clinical Education Faculty Handbook. The site-visit team confirmed during interviews with the Program Director and Dean, that a consistent formal procedure to handle these complaints exists. There have been no complaints that fall outside the realm of due process against the program. Thus, no records were available for review in the University’s secure digital document repository. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 3G Program specific policies and procedures are compatible with institutional policies and with
applicable law.14
TEAM COMMENTS: ► Program specific policies/procedures are compatible with institutional policies and with applicable law and may differ from the institution in being more stringent and unique to health sciences as confirmed during interviews with the Program Director, Department Chairperson, and Dean for the College of Health and Human Services. Specific Program policies/procedures are reviewed and approved by the University Legal Counsel, Curricular Committee, and Student Affairs Committee to ensure compatibility and to ensure they comply with all applicable laws.
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.
14 Applicable law: Those federal and state statutes/regulations relevant to physical therapy education (ADA, OSHA, FERPA, HIPAA, Practice Acts, etc.)
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INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 3H Program policies, procedures, and practices provide for compliance with accreditation policies and
procedures including:
3H1 maintenance of accurate information, easily accessible15 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
TEAM COMMENTS: ► The Program seeks initial accreditation through the Commission on Accreditation of Physical Therapy Education. This is an ongoing process that the Program and its faculty value. To ensure maintenance of its accreditation status, the Program Director manages all aspects of the process. However, ongoing accreditation requires the participation of all stakeholders, including the program faculty, staff, students, and alumni as well as senior administrators from the Health Services Programs, the Department of Applied Medicine and Rehabilitation, and the University. The position description for the program director which was viewed on-site, notes that the director is responsible for management and maintenance of accreditation. The position description also notes the director’s role in budget management, which implies management of expenses as well as revenue. An interview with the Program Director demonstrated an ordered process of complying with accreditation policies and procedures. The required CAPTE statement in which the program’s accreditation status is disclosed is located on the institution/program website along with the CAPTE logo. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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.
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Standard 4:
The program faculty are qualified for their roles and effective in carrying out their responsibilities.
REQUIRED ELEMENTS: Individual Academic Faculty17
4A Each core faculty18 member, including the program director and clinical education coordinator, has doctoral preparation19, contemporary expertise20 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 degree21 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.)
TEAM COMMENTS: ► Documentation in the Self-study Report indicates doctoral preparation of each faculty member actively engaged in the DPT program and their expertise as related to their assigned teaching areas. Two core faculty members, A. Gurovich, PT, PhD (Health and Human Performance) and C. Valencia, PT, PhD (Rehabilitative Science), who started in May 2015, left the program in May 2017. Dr. Gurovich’s educational preparation and work experience supported his teaching the following courses: PT Examination, Advanced Physiology of Exercise, Therapeutic Agents, Orthopedic procedures and Cardiopulmonary Rehabilitation. He holds an active Indiana license. Dr. Valencia’s responsibilities in the program were to coordinate the Scholarly Project course. She also held the position of Department Research Coordinator. Her terminal degree and work experience support her assigned responsibilities. D. Coovert, PhD (Molecular Genetics), taught anatomy and physiology for both undergraduate and graduates for 17 years which has equipped him well as primary for the anatomy and neuroscience courses. Has strong teaching effectiveness was noted in various reports. K. Hanigan, PT, DPT, GCS, WCC (Wound Care Certified), coordinates PT Examination, PT Procedures, Wound Care, and Health Promotion Outreach, and assists with labs in Advanced Human Anatomy. Her board certification in geriatrics, clinical experience, and certifications in wound care support her teaching responsibilities. She has an active PT license and her teaching effectiveness meets expectations. She is enrolled in a PhD (Epidemiology and Biostatistics) program with an anticipated graduation date of 2020. J. Houser, PT, DPT, OCS, joined the faculty in 2016 and coordinates the imaging course, Musculoskeletal (MSK) II, Differential Diagnosis, and Healthcare Systems courses. As a contract therapist in the US Army, he received training in imaging and diagnostics, and was credentialed to order diagnostic imaging, lab studies, and medications, and refer to specialty clinics. His graduate education, orthopedic specialist certification, and former position as the Director of Rehabilitation while contracted with the Army,
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.
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support his teaching responsibilities. He holds an active license, and his teaching effectiveness meets expectations. He is also enrolled in a PhD (Adult Education) program with a target date of graduation in 2019. B. Storm, PT, DPT, MBA, NCS, joined the faculty in 2015 and is responsible for the following courses: Life Span Development, Applied Neuroscience, PT for Special Populations, Leadership and Administration, and Health and Wellness-Project. Her curriculum vitae shows various continuing education courses attended, as well as, taught in these areas, and along with her neurology specialty certification, her teaching responsibilities are supported. Her teaching effectiveness meets department/program expectations. She is enrolled in a ScD in Health Sciences. She holds an active PT license. S. Tapley, PT, DPT, is the DCE for the program and certified as an APTA Credentialed Clinical Instructor and an Advanced Clinical Instructor. Her primary teaching responsibilities are in the area of clinical education, PT Exam, and Pediatrics. Her 20 plus years of clinical practice has been with the pediatric population. Continuing education coursework and clinical experiences support her teaching responsibilities. She holds an active license and her teaching effectiveness meets expectations. H. Tapley, PT, MS (Musculoskeletal PT), PhD (Health Education/Promotion), OCS, is the coordinator for Introduction to PT, MSK I, Health Promotion and Wellness and Health Promotion Outreach. His teaching evaluations are good and he holds an active PT license. Interviews with core faculty and verification of CVs, continuing education, and professional development activities appear to validate that the core faculty have the contemporary expertise for their teaching assignments. In addition, interviews and attachments indicate that core faculty judiciously uses guest lecturers and associated faculty to complement their expertise as needed, especially after losing two core faculty in May of 2017. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 4B Each core faculty member has a well-defined, ongoing scholarly agenda22 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.
TEAM COMMENTS: ► The faculty collectively have developed a record of scholarship, in which many collaborated with investigators from within the core faculty, and from other professionals. From a review of the faculty scholarship forms, CVs, and interviews with faculty, there is evidence that each faculty member appears to have a well-defined, on-going scholarly agenda. Dr. Coovert (Date hired: 1/2013) has four peer-reviewed publications as a contributing or secondary author. Dr. Hanigan (Date hired: 8/2014) has one peer-reviewed publication as a secondary author, one peer-reviewed presentation, and three abstracts/poster peer-reviewed presentations. She also has two manuscripts pending for publication. Dr. Houser (Date hired: 6/2016) has one peer-reviewed publication as a secondary author in the press and two peer-reviewed presentations. Dr. Storm (Date hired: 8/2015) has five peer-reviewed publications as a primary or secondary author. Dr. Tapley (Date hired: 8/2013) has two peer-reviewed
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.
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publications as a secondary author. Dr. Tapley (Date hired: 5/2013) has ten peer-reviewed publications, four peer-reviewed poster presentations, and one peer-reviewed platform presentation. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 4C Each core faculty member has a record of institutional or professional service23.
TEAM COMMENTS: ► The Self-study Report clearly documents faculty activity in service at the University level, program level, department level, and community and professional level. All faculty are in Tenure-Track positions, and it is expected that faculty engages in service. A process is in place for annual faculty review, to ensure that all faculty are appropriately engaged. Interviews with the program director and faculty and review of faculty annual appraisals confirmed their involvement. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 4D Each associated24 faculty member has contemporary expertise in assigned teaching areas and
demonstrated effectiveness in teaching and student evaluation.
TEAM COMMENTS: ► There are five associated faculty who teach more than 50% of a course and ten associated faculty who teach less than 50% of the didactic hours within a course. The program views the associated faculty as positive contributors to the success of the program and this was validated by student and faculty interviews, and review of CVs. All associated faculty assignments and credentials appear appropriate for the areas they teach, as attested from a review of CVs, interviews and course assessments. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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.
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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.
TEAM COMMENTS: ► The Self-study Report provides a detailed description of the process for regular evaluation of core faculty and Program Director (PD). The process starts with each faculty member documenting their activities related to scholarship, teaching, service, and additional responsibilities in a portfolio. The Program Director/Department Chair completes annual reviews for core faculty according to the described process (exception with the DCE who is solely assessed by the chair in accordance with the nepotism agreement). The PDs primary role in this process is to provide a summary of faculty performance to the Department Chair. Also, there is a peer review program which faculty indicates is of value and is used as a mentoring opportunity. Examples of the portfolios and peer reviews were reviewed on-site. The PD receives his evaluation from the Department Chair regarding his leadership effectiveness. Faculty confirm that they receive timely and fair annual evaluations, which lead to faculty development plan. Faculty also provide feedback about the PD’s performance via a meeting with the Department Chair biennially, and yearly through a survey tool called Qualtrics. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 4F Regular evaluation of associated faculty occurs and results in a plan to address identified needs.
TEAM COMMENTS: ► The Self-study Report states that the Program Director ensures that core faculty and students provide formal and informal feedback to associated faculty via students’ completing an Associated Faculty/Guest Speaker Evaluation Survey. The team reviewed written evidence of associated faculty course evaluations. Upon interviewing associated faculty members, all reported having received course feedback forms which were discussed with the Program Director. All stated that they received and sought informal evaluation from co-instructors and other faculty on a regular basis. The team confirmed that a regular evaluation which resulted in an organized development plan has occurred. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: Program Director25
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:
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.
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is a physical therapist 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 time26 higher education experience, with a minimum of three years of full-time experience in a physical therapist education program.
TEAM COMMENTS: ► Dr. Tapley started with the University in 2013 as an Associate Professor (tenure-track) and founding program director of the DPT program at ISU. He holds a Master of Science degree in advanced physical therapy (Musculoskeletal PT) and a PhD in Health Education/Health Promotion. His 10 plus years in higher education, over 15 years in clinical practice, and his being a Fellow of the Education Leadership Institute (ELI) appears appropriate for leadership in PT education. Dr. Tapley holds an Indiana and Alabama license to practice physical therapy. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► Faculty and staff report that much of the faculty and program’s accomplishments, especially with regards to the accreditation process, and their development as educators are largely due to Dr. Tapley’s leadership. The ISU and Department of Applied Medicine and Rehabilitation administrative officials confirmed that he has been an excellent leader of the Self-study Process and that Dr. Tapley meets or exceeds expectations in leading the program with assessment/planning, fiscal planning, and faculty evaluation/development. Dr. Maring is also a Fellow of the Education Leadership Institute, completing a leadership project which focused on enhancing the quality of education within the DPT program. Students during the interview describe Dr. Tapley as a professional who is an approachable and encouraging leader, who has earned their respect. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
26 Full time: 35 hours/week
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Clinical Education Coordinator27 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.
TEAM COMMENTS: ► The DCE, Dr. Stasia Tapley, is licensed to practice physical therapy in two states and maintains an understanding of contemporary physical therapy practice by her varied clinical practice experiences, and by her involvement in the APTA Education Section, and in networking with other DCEs. She is an assistant professor and the program’s DCE since July of 2014. In addition, Dr. Tapley completed Clinical and Advanced Clinical Instructor courses. The team confirmed that Dr. S. Tapley appears to meet the qualifications described in this element and consistent with the Self-study Report. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 4J The clinical education coordinator is effective in developing, conducting, and coordinating the
clinical education program. TEAM COMMENTS: ► The DCE is evaluated by the Department Chair during the annual faculty evaluation with input provided by core faculty, clinical faculty, and students. Data from the various assessment tools reviewed on-site, and interviews with clinical instructors and students, reveal that the DCE is highly responsive to students and clinical sites, and has strong organizational and communication skills. Evaluations demonstrate her effectiveness in developing, conducting, coordinating, and evaluating the clinical education program, and this was validated on-site through interviews with students and clinical instructors as well as a review of various surveys and documents. Clinical instructors report favorably on their interactions with the DCE regarding student placements, resolution of difficult situations, and development of teaching skills. Interviews with core faculty indicated that the DCE promotes that all faculty have the opportunity to provide input to address student readiness for their clinical experiences. They often discuss/recommend clinical sites with students based on the students’ interests and needs. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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.
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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.
TEAM COMMENTS: ► All six core faculty members are physical therapists who have completed earned doctoral degrees in physical therapy or related fields. Two of the six core faculty members have earned terminal academic degrees (33.33%), two have PhDs and three are enrolled in terminal academic degree programs. Four of the six core faculty have a transitional DPT. Three core faculty have completed requirements for certification in a specialty area (1 orthopedics, 1 geriatric, 1 neuro); and one of those core faculty also is a certified wound specialist. The expertise of the core faculty is supplemented by associated faculty who have all completed earned doctoral degrees (3 PhD, 1 Pharm D, and 1 t-DPT) that compliment assigned teaching assignments. Reviews of student evaluations of teaching, and of faculty publications and scholarship, indicate that the faculty complement appears to include an appropriate blend of people with doctoral preparation, clinical experience, or clinical specialization to meet program needs. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► The core faculty has the responsibility for the development of the academic regulations and upholding them as well as evaluating effectiveness to deal with expectations. The policies appear to incorporate all of the appropriate elements and have been approved at the institutional level. Review of minutes and interviews with faculty, students, administrators, and clinical instructors indicate that core faculty have developed and utilized appropriate policies and procedures to achieve program goals. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 4M The collective core faculty have primary responsibility for development, review and revision of the
curriculum with input from other appropriate communities of interest. TEAM COMMENTS: ► The core faculty have the responsibility for the development of the curriculum under the direction of the Program Director and are invested in the regular review and evaluation of the DPT program. Faculty plan to review assessment results from various sources to include licensure and employment data when appropriate, prior to making major changes in the curriculum. The evaluation process
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incorporates input from clinical education, the clinical community, the Program Advisory Committee, and associated faculty, as well as students. Employers, alumni, and graduates will be included when data is available. Examples of changes were provided that have come about due to a review of the curriculum at annual faculty retreats. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 4N The collective core faculty are responsible for assuring that students are safe and ready to
progress to clinical education.
TEAM COMMENTS: ► The Self-study Report states that core faculty determine student readiness for clinical education with the successful completion of academic coursework in the cognitive, psychomotor, and behavioral domains in both didactic, as well as, lab-based courses via exams and practicals. The team noted that clinical safety elements were addressed in the course syllabi and Student Handbook. From interviews with the PD, faculty, and students, the assessment of student safety occurs during the practical exam using a rubric that incorporates various safety elements. An ‘automatic failure’ statement is in place. If a student fails to demonstrate safe and ethical behavior during a practical is an automatic failure of the practical and this is noted in all courses via the syllabus and also the Student Handbook, and some practical rubrics. Individual advisee meetings and faculty meetings are other times when student readiness for clinical education are addressed. This process was confirmed on-site with faculty and students. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: Clinical Education Faculty28 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.
TEAM COMMENTS: ► Summary of aggregate data collected from the APTA Physical Therapy Student Evaluation of the Clinical Experience (SECE), the Clinical Performance Instrument (CPI), and triangulation of information during interviews with students and clinical instructors, demonstrates that clinical education faculty have a minimum of one year of clinical experience and meet the minimal CI expectations. Documents reviewed on-site revealed CIs have an average of 10 years of experience. Nearly 55% of CIs that take students recently completed the APTA credential course.
28Clinical 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.
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Evidence from several SECE documents reviewed on-site demonstrated students are satisfied with the quality of their clinical supervision and agree that clinical faculty serve as effective role models. Through interviews with students, the DCE, and evidence reviewed on-site, the CI’s appear to be effective and there are adequate processes in place to evaluate them as mentors. Assessments provided by the DCE, examination of completed CPI’s on-site, and student interviews, validate that clinical education faculty demonstrate the ability to be effective clinical teachers. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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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 diversity29 of the student body.
TEAM COMMENTS: ► Interviews with the Program Director, Admissions Coordinator, and the Admissions Committee, and a review of the website and recruitment materials verify that program policies, procedures, and practices related to student recruitment and admissions, are based on appropriate, and equitable criteria, and applicable law, and ensure nondiscrimination and equal opportunity. Admission decisions rely on objective data such as cumulative GPA, the Graduate Record Exam, letters of recommendation, and on-campus interview (to assess interpersonal and communication skills). Students verified that information is accurate and accessible during the admissions process, and that they felt the admission process is non-discriminatory and enhances diversity. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► The team verified that prospective and enrolled students are provided with relevant and accurate information about the institution through a variety of sources, including the school website and links to APTA/CAPTE website, information packets, brochures, the Graduate Catalogue, the DPT Student Handbook, and the information session for students during formal interviews. During the admissions process, a student typically receives information on the website and PTCAS. It was clear from student interviews, that they selected ISU partly because of the information provided via the ISU website, PTCAS, as well as telephone conversations with students and the Admissions Coordinator. The students identified that they have experienced a ”good fit” within the organization as a result. Students reported they were quite clear about institutional and program mission since this is reinforced regularly in written materials, in orientation, and throughout the program. Students confirm that grading policies are clearly outlined in the program policy handbook (Student Handbook), which is accessible on the website. Course syllabi also describe the grading system explicitly. Students verified that financial aid
29Diversity: 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).
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information is available from the Financial Aid Brochure and website. Program and institutional accreditation status is verbally disclosed to students during their orientation meeting and is described on the ISU and Program’s website, as well as, the DPT Student Handbook. Students verified that they were advised how to handle grievances and that this information is provided in the DPT Student Handbook. Students also noted that the process for filing a complaint with CAPTE was communicated to them and located in the Student Handbook and on the website. Specific written information regarding how to contact and file a complaint with CAPTE was found on the website with a link to the CAPTEonline.org/Complaints. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 5C Enrollment agreements30, 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.
TEAM COMMENTS: ► No enrollment agreement is used in the admissions process. The team verified that applicants sign a declaration of intent to enroll in the Program without ramifications if they change their mind to matriculate. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► The team reviewed policies, procedures, and practices that affect the rights, responsibilities, safety, privacy, and dignity of program students, and determined that there are written, accessible, and applied equitably (based on interviews with students). Materials reviewed included the Student Handbook (both institution and program), Clinical Education Handbook, ISU Catalog, and the website. These documents are available on the Intranet. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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.
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5E Policies, procedures, and practices related to student retention,31 student progression32 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.
TEAM COMMENTS: ► Through interviews with staff, students, and faculty, and review of hard copies of documents, the team verified that policies, procedures, and practices related to student retention, student progression, and dismissal from the program, are based on appropriate and equitable criteria, applicable law, are written and provided to students, and are applied consistently and equitably. Routine advising occurs regarding progression through the program. Students are assigned academic advisors and records of advising sessions were available for review. Major policy source documents include the Institution Catalogue, Institution/DPT Student Handbook, and Clinical Education Handbook. Students indicated they are introduced to these policy documents during orientation and that they sign that they read and understand the contents. The information is also reinforced at regular intervals throughout the program. Discussions with students indicate that they are aware of the policy with respect to the failure of a practical for safety reasons, and the possibility that such a failure could lead to dismissal from the program. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
31 Retention: Maintenance of enrollment across multiple terms. 32 Progression: Ability of students to enroll in subsequent courses based on defined expectations.
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Standard 6: The program has a comprehensive curriculum plan.
REQUIRED ELEMENTS:
6A The comprehensive curriculum plan33 is based on: (1) information about the contemporary practice34 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.
TEAM COMMENTS: ► The Self-study Report indicates that the curriculum plan is primarily based on data culled from a hired consultation, APTA Curriculum Resources, the Guide to Physical Therapist Practice, and A Normative Model of Physical Therapist Professional Education, as well as educational journals, APTA workshops and publications, and faculty experience in educational theory. The curriculum is based on the comprehension of the theoretical foundations and supported by critical thinking skills, access to existing and current literature, and concern for high-quality professional services. This process and the additional documents listed in the Self-study Report were validated through interviews with program faculty. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► The Graduate Catalog and interviews with faculty and students verified that the program requires a baccalaureate degree prior to admission. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
33 Curriculum plan: A plan for the education of learners that includes objectives, content, learning experiences and evaluation methods—all 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.
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6C The specific prerequisite course work is determined by the program’s curriculum plan. TEAM COMMENTS: ► The specific prerequisite courses appear consistent with the philosophy and expected outcomes of the institution and the DPT program. These requirements are well articulated on the website and in available printed recruitment materials. Courses include two Biology (lab recommended), two Anatomy and Physiology, two Chemistry with lab, two Physics with lab, Medical Terminology, two Psychology (1 beyond introductory level), and one Statistics. Highly recommended are coursework in Clinical Kinesiology, Exercise Physiology, and Life Science. Interviews with faculty and students support these prerequisites, and students confirm the prerequisites laid a solid foundation to be successful in the professional curriculum. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6D The curriculum plan includes a description of the curriculum model35 and the educational principles
on which it is built.
TEAM COMMENTS: ► The team confirmed that the curriculum model is a hybrid model incorporating a system-based, with a traditional approach, in that the organization of the curriculum was one of progression of learning through a sequence of foundational clinical sciences to advanced and specialized courses, simple to complex, and embracing the whole person concept. The principles are those of application and integration embracing an active and authentic learning experience. Professional expectations are to systematically embrace major physiological systems through integrating case scenarios and problem-based activities that would promote mastery of information to support effective and efficient patient management over the lifespan, and in rural/underserved areas. All courses are organized based on Bloom’s taxonomy of cognitive, affective, and psychomotor domains. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
35 Curriculum model: A general description of the organization of the professional curriculum content.
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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 systems36, 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 integrated37 and full-time38 terminal experiences.
TEAM COMMENTS: ► The curriculum is structured as a series of sequential and integrated courses with foundational courses and the introduction of clinical experiences after the first year of didactics, to incorporate the curriculum principles of integration and application. The Self-study Report clearly describes the organization and sequencing of courses, as well as the integration process. It appears that the courses are designed and sequenced to facilitate accomplishment of the outcome objectives that have been identified. Interviews with students confirm this structure reinforces learning of previous concepts. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6F The didactic and clinical curriculum includes interprofessional education39; 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.
TEAM COMMENTS: ► The team confirmed through interviews with faculty and students, that interprofessional education learning experiences exist in the curriculum, and meet the objective of preparing students and graduates for team-based collaborative care. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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.
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.
39Interprofessional Education: Occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care. (WHO, 2002)
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6G The curriculum plan includes course syllabi that are comprehensive and inclusive of all CAPTE expectations.
TEAM COMMENTS: ► The team’s review of all course syllabi, confirm that they are comprehensive and inclusive of all CAPTE expectations. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6H The curriculum plan includes learning objectives40 stated in behavioral terms that reflect the breadth
and depth41 of the course content and describe the level of student performance expected.
TEAM COMMENTS: ► All courses have written, detailed behavioral course objectives, that are closely tied to the cognitive, psychomotor, and affective domains as described in Bloom’s Taxonomy. These behavioral objectives reflect expected outcomes of the successful student. Courses continue to build on content each semester, and objectives reflect the increasing level of performance at higher levels of learning. All course objectives were compared to CAPTE criteria. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6I The curriculum plan includes a variety of effective instructional methods42 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.
TEAM COMMENTS: ► Interviews with students and faculty confirmed that instructional methods include traditional educational methodologies, instructional media, as well as participative activities based on the philosophy and needs of the learners. The many instructional methods used throughout the year include case-based, competency based, experiential learning/simulation, collaborative learning, community experiences, and student-directed learning opportunities. INSTITUTION COMMENTS:
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.
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IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6J The curriculum plan includes a variety of effective tests and measures43 and evaluation processes44
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.
TEAM COMMENTS: ► The evaluation includes many methods that are appropriate to determine completion of objectives. These methods include written exams, projects, presentations, group assignments, graded case studied, presentations, lab practical exams, standardized patient examinations, and comprehensive exams. Each course has established several types of periodic measures that provide feedback on performance to both students and faculty. The grading rubrics for practical exams reviewed by the team confirm that students are required to demonstrate the safe practice and if not, an automatic failure would occur in most clinical track courses. Documentation reviewed, and discussions on-site confirmed, that a variety of methods are used in the evaluation process. A review of the Faculty Meetings minutes indicates that faculty formally review the progress of each student after each semester and annually at the end of the academic year. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6K If the curriculum plan includes courses offered by distance education45 methods, the program
provides evidence46 that:
TEAM COMMENTS: ►Two courses are offered in a distance education format. One is fully online, and the other is taught in a hybrid format where there is a combination of online and face-to-face activities. The courses are managed by two faculty who are experienced with this type of platform as verified through faculty CVs, student interviews, and course evaluations. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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.
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6K1 faculty teaching by distance are effective in the provision of distance education;
TEAM COMMENTS: ►The team verified the faculty involved with the two distant education courses are effective in the provision of distance education through faculty CVs, student interviews, and course evaluations. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6K2 the rigor47 of the distance education courses is equivalent to that of site-based courses;
TEAM COMMENTS: ►The team verified through review of course materials, learning activities, and outcome measures in Blackboard that the rigor of the distance education courses appears equivalent to that of the site-based courses. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6K3 student performance meets the expectations of the faculty as described in course syllabi and
demonstrated in student assessment;
TEAM COMMENTS: ►Interviews with faculty and Curriculum Committee members, verify that student performance meets faculty expectations. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6K4 there is a mechanism for determining student identity during course activities and when
testing occurs at a distance;
TEAM COMMENTS: ►The team verified that the faculty use the Blackboard platform capabilities to determine student identity during course activities and to ensure the integrity of outcome measures by physically proctoring all exams on-site. INSTITUTION COMMENTS: 47 Rigor: Expectations for student assignments, engagement in the course and performance.
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IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6K5 there is a mechanism for maintaining test security and integrity when testing occurs at a
distance; TEAM COMMENTS: ►The team verified through interviews with faculty and students, and review of the exam delivery via Blackboard, that there are mechanisms in place that appear to ensure test security and integrity. One of the main mechanisms is that tests are administered and proctored on-site. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6K6 there is a mechanism for maintaining student privacy as appropriate;
TEAM COMMENTS: ►It was verified on-site, that the online learning management system, Blackboard, has the capability to ensure student privacy. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6K7 students have been informed of any additional fees related to distance education; and
TEAM COMMENTS: ►Interviews with students verified that they are aware of the additional fees attached to the Advanced Pathophysiology course and that none are attached to the Cardiopulmonary Course. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6K8 distance education students have access to academic, health, counseling, disability and
financial aid services commensurate with services that students receive on campus.
TEAM COMMENTS: ►It was verified through interviews with the PD, faculty, the Admissions Committee, and students, that all students enrolled in the DPT program are resident students, and that they have the same access as all resident students to academic, health, counseling, disability, and financial aid services.
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INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6L The curriculum plan includes clinical education experiences48 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;
TEAM COMMENTS: ► As stated in the Self-study Report, students complete 36 weeks of clinical education, through four clinical experiences. The progression of their clinical education placements follow the curriculum, and students interviewed on-site reported that they were academically prepared to participate in clinical education experiences. The class of 2018 had not yet completed their final 16 weeks of clinical education. The plan is for students to be placed in a variety of clinical placements and gain clinical experience across the lifespan and continuum of care. A question on the midterm phone call/site visit assessment form addresses this expectation. Subsequent opportunities and a plan are developed to meet this expectation during the remainder of the clinical experience when indicated due to poor clinical performance. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6L2 practice in settings representative of those in which physical therapy is commonly practiced;
TEAM COMMENTS: ►It was confirmed that there are 270 clinical sites available across the United States for clinical experiences. These sites provide a range of practice settings in the inpatient and outpatient arena, in the areas of acute care/medically complex, post-acute care, and outpatient care. A review of the student placement summary document revealed that all students were successfully placed in a clinical setting. Students experienced a variety of clinical experiences, as stated in the Self-study Report. Current requests are assigned based upon student's location requests and clinical practice preferences. Students are required to complete their first clinical experience in an acute care/subacute rehab, SNF or long-term care setting. The 2nd clinical experience is in a neuro setting, 3rd in an outpatient practice setting, and the 4th can be in a specialty or elective setting of the student’s choice. Student interviews confirmed that they experienced a variety of clinical experiences during their 36 weeks of full-time clinical education. The class of 2018 have not completed their final two clinical experiences.
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.
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Review of clinical education policies and procedures in the Self-study Report and on-site, as well as the varied clinical education outcome tools, support the program’s efforts towards compliance with this element. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6L3 involvement in interprofessional practice49
TEAM COMMENTS: ► The Interprofessional practice has not formally been included in the curriculum. On-site interviews with administrators and faculty revealed expectations that interprofessional experiences would be developed and implement in the future. The Interprofessional practice occurs within the RHIC Simulation center. Interprofessional activities occur with several of the ISU sponsored community outreach programs, such as the Boys and Girls Clubs and Special Olympics. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6L4 direction and supervision of the physical therapist assistant and other physical therapy
personnel; and TEAM COMMENTS: ► Although the role of the PTA is described in several course syllabi, students and new graduates stated that their exposure to the PTA was primarily from their clinical experiences. Most students gain the exposure to work with PTAs in their clinical experiences. On-site interviews with CCCE’s and CI’s revealed that the students in their clinics had worked with PTA’s. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6L5 other experiences that lead to the achievement of the program’s defined expected student
outcomes.
TEAM COMMENTS: ► All students are expected to meet entry-level criteria based upon the elements of the CPI by their final clinical experience. A review of the aggregate data from the CPI’s revealed that students in their first two clinical experiences have met expectations. Data from the final two clinical experiences is not yet available.
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).
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INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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 semesters50 or the equivalent. The clinical education component of the curriculum includes a minimum of 30 weeks of full-time clinical education experiences.
TEAM COMMENTS: ►It was confirmed on-site, that the professional Doctor of Physical Therapy Program is three academic years, 100 semester credit hours over 9 semesters, and includes 36 weeks of full-time clinical education experiences. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 6N The institution awards the Doctor of Physical Therapy (DPT) as the first professional degree for
physical therapists at satisfactory completion of the program.
TEAM COMMENTS: ► Interviews with faculty and students, and a review of the Graduate Catalogue and program website, verify that ISU awards graduates of the Program with the Doctor of Physical Therapy Degree. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
506 semesters: As of 2014, the average length of professional programs is 8.33 semesters, ranging from 6 to 12 semesters or equivalent.
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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.
TEAM COMMENTS: ► Evidence provided in the Self-study Report and review of the PT Content Chart attachment appear to indicate that curriculum includes learning experiences in the biological, physical, behavioral, and movement sciences necessary for entry-level practice. Review of syllabi and interviews with faculty and students reveal that learning experiences in biological, physical, behavioral, and movement science courses are of the depth and breadth needed to adequately prepare students for the professional courses. During interviews, students reported they felt prepared for their clinical rotations based on the didactic content they received. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► Evidence provided in the Self-study Report relevant to element 7B and through review of the PT Content Chart attachment, it appears that the curriculum includes content and learning experiences in communication, ethics, and values, management, finance, teaching and learning, law, clinical reasoning, evidence-based practice, and applied statistics. These topics are addressed in a series of courses that are integrated throughout the curriculum as listed in the Self-study Report. Evidence gained from clinical instructors and students indicate that communication, professionalism, critical reasoning, and ethics are strengths of the program. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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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.
TEAM COMMENTS: ► From a review of the evidence provided in the Self-study Report for element 7C, and from a review of the PT Content Chart attachment, it appears that the curriculum includes courses in the clinical sciences with appropriate labs integrated and thread throughout the curriculum. On-site, review of the syllabi and curricular map narratives, supports the evidence provided in the Self-study Report. Interviews with students indicated that they felt very well prepared in the basic sciences, which enabled them to problem solve and seek solutions to unfamiliar or unique clinical scenarios. All students indicated that they were well prepared for, and felt comfortable working, in direct access environments as well as with medically complex inpatients. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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. The curriculum is designed to prepare students to meet the practice expectations listed in 7D1 through 7D43.
The practice expectations in 7D have been placed into a table that is part of the final Visit Report. This is the only place for the team to comment on individual practice expectations.
Based on your review of all materials and on-site interviews, please indicate if the objectives and learning experiences for each practice expectation appear
to be reflective of entry level practice (can use yes/no or √).
Indicate if reflective of entry level practice
COMMENT: Comment is needed only when the practice expectation is a strength of the program OR does NOT appear to be sufficiently addressed in objectives or learning experiences or based on interviews. Summarize the sources of information that led you to this opinion, for example, include comments from interviews or other supporting evidence (history of student performance, graduate or employer survey data, course materials from either the SSR or viewed on site, etc.) If more specific objectives are found during your review, identify the course and objective #(s). FOR ALL OTHERS, NO COMMENT IS NEEDED. O
bje
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ing
expe
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ces
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.
X X
7D2 Report to appropriate authorities suspected cases of abuse of vulnerable populations
X X
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The practice expectations in 7D have been placed into a table that is part of the final Visit Report. This is the only place for the team to comment on individual practice expectations.
Based on your review of all materials and on-site interviews, please indicate if the objectives and learning experiences for each practice expectation appear
to be reflective of entry level practice (can use yes/no or √).
Indicate if reflective of entry level practice
COMMENT: Comment is needed only when the practice expectation is a strength of the program OR does NOT appear to be sufficiently addressed in objectives or learning experiences or based on interviews. Summarize the sources of information that led you to this opinion, for example, include comments from interviews or other supporting evidence (history of student performance, graduate or employer survey data, course materials from either the SSR or viewed on site, etc.) If more specific objectives are found during your review, identify the course and objective #(s). FOR ALL OTHERS, NO COMMENT IS NEEDED. O
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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.
X X
7D4 Practice in a manner consistent with the APTA Code of Ethics.
X X
7D5 Practice in a manner consistent with the APTA Core Values.
X X
7D6 Implement, in response to an ethical situation, a plan of action that demonstrates sound moral reasoning congruent with core professional ethics and values.
X X
7D7 Communicate effectively with all stakeholders, including patients/clients, family members, caregivers, practitioners, interprofessional team members, consumers, payers, and policymakers.
X X
7D8 Identify, respect, and act with consideration for patients’/clients’ differences, values, preferences, and expressed needs in all professional activities.
X X
7D9 Access and critically analyze scientific literature.
X X
7D10 Apply current knowledge, theory, and professional judgment while considering the patient/client perspective, the environment, and available resources.
X X
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.
X X
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The practice expectations in 7D have been placed into a table that is part of the final Visit Report. This is the only place for the team to comment on individual practice expectations.
Based on your review of all materials and on-site interviews, please indicate if the objectives and learning experiences for each practice expectation appear
to be reflective of entry level practice (can use yes/no or √).
Indicate if reflective of entry level practice
COMMENT: Comment is needed only when the practice expectation is a strength of the program OR does NOT appear to be sufficiently addressed in objectives or learning experiences or based on interviews. Summarize the sources of information that led you to this opinion, for example, include comments from interviews or other supporting evidence (history of student performance, graduate or employer survey data, course materials from either the SSR or viewed on site, etc.) If more specific objectives are found during your review, identify the course and objective #(s). FOR ALL OTHERS, NO COMMENT IS NEEDED. O
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7D12 Effectively educate others using teaching methods that are commensurate with the needs of the learner, including participation in the clinical education of students.
X X
7D13 Participate in professional and community organizations that provide opportunities for volunteerism, advocacy and leadership.
X X ISU DPT students participate in community programs on a regular basis. This is consistent with the University and department mission statements.
7D14 Advocate for the profession and the healthcare needs of society through legislative and political processes.
X X
7D15 Identify career development and lifelong learning opportunities, including the role of the physical therapist in the clinical education of physical therapist students.
X X
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.
X X
Examination, Evaluation and Diagnosis 7D17 Obtain a history and relevant information from the patient/client and from other sources as needed.
X X
7D18 Perform systems review X X
7D19 Select, and competently administer tests
and measures51 appropriate to the patient’s age,
diagnosis and health status including, but not limited to, those that assess:
a. Aerobic Capacity/Endurance X X
b. Anthropometric Characteristics X X
c. Assistive Technology X X
d. Balance X X
e. Circulation (Arterial, Venous, Lymphatic)
X X
51 Test and Measures: The list is adapted from the Guide to Physical Therapist Practice (2014).
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The practice expectations in 7D have been placed into a table that is part of the final Visit Report. This is the only place for the team to comment on individual practice expectations.
Based on your review of all materials and on-site interviews, please indicate if the objectives and learning experiences for each practice expectation appear
to be reflective of entry level practice (can use yes/no or √).
Indicate if reflective of entry level practice
COMMENT: Comment is needed only when the practice expectation is a strength of the program OR does NOT appear to be sufficiently addressed in objectives or learning experiences or based on interviews. Summarize the sources of information that led you to this opinion, for example, include comments from interviews or other supporting evidence (history of student performance, graduate or employer survey data, course materials from either the SSR or viewed on site, etc.) If more specific objectives are found during your review, identify the course and objective #(s). FOR ALL OTHERS, NO COMMENT IS NEEDED. O
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f. Self-Care and Civic, Community, Domestic, Education, Social and Work Life
X X
g. Cranial and Peripheral Nerve Integrity
X X
h. Environmental Factors X X
i. Gait X X
j. Integumentary Integrity X X
k. Joint Integrity and Mobility X X
l. Mental Functions X X
m. Mobility (including Locomotion) X X
n. Motor Function X X
o. Muscle Performance (including Strength, Power, Endurance, and Length)
X X
p. Neuromotor Development and Sensory Processing
X X
q. Pain X X
r. Posture X X
s. Range of Motion X X
t. Reflex Integrity X X
u. Sensory Integrity X X
v. Skeletal Integrity X X
w. Ventilation and Respiration or Gas Exchange
X X
7D20 Evaluate data from the examination (history, health record, systems review, and tests and measures) to make clinical judgments.
X X
7D21 Use the International Classification of Function (ICF) to describe a patient's/client’s impairments, activity and participation limitations.
X X
7D22 Determine a diagnosis that guides future patient/client management.
X X
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The practice expectations in 7D have been placed into a table that is part of the final Visit Report. This is the only place for the team to comment on individual practice expectations.
Based on your review of all materials and on-site interviews, please indicate if the objectives and learning experiences for each practice expectation appear
to be reflective of entry level practice (can use yes/no or √).
Indicate if reflective of entry level practice
COMMENT: Comment is needed only when the practice expectation is a strength of the program OR does NOT appear to be sufficiently addressed in objectives or learning experiences or based on interviews. Summarize the sources of information that led you to this opinion, for example, include comments from interviews or other supporting evidence (history of student performance, graduate or employer survey data, course materials from either the SSR or viewed on site, etc.) If more specific objectives are found during your review, identify the course and objective #(s). FOR ALL OTHERS, NO COMMENT IS NEEDED. O
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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.
X X
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
X X
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
X X
7D26 Create a discontinuation of episode of care plan that optimizes success for the patient in moving along the continuum of care.
X X
Intervention 7D27 Competently perform physical therapy interventions to achieve patient/client goals and outcomes. Interventions include:
a. Airway Clearance Techniques X X
b. Assistive Technology: Prescription, Application, and, as appropriate, Fabrication or Modification
X X
c. Biophysical Agents X X
d. Functional Training in Self-Care and in Domestic, Education, Work, Community, Social, and Civic Life
X X
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The practice expectations in 7D have been placed into a table that is part of the final Visit Report. This is the only place for the team to comment on individual practice expectations.
Based on your review of all materials and on-site interviews, please indicate if the objectives and learning experiences for each practice expectation appear
to be reflective of entry level practice (can use yes/no or √).
Indicate if reflective of entry level practice
COMMENT: Comment is needed only when the practice expectation is a strength of the program OR does NOT appear to be sufficiently addressed in objectives or learning experiences or based on interviews. Summarize the sources of information that led you to this opinion, for example, include comments from interviews or other supporting evidence (history of student performance, graduate or employer survey data, course materials from either the SSR or viewed on site, etc.) If more specific objectives are found during your review, identify the course and objective #(s). FOR ALL OTHERS, NO COMMENT IS NEEDED. O
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e. Integumentary Repair and Protection
X X
f. Manual Therapy Techniques (including mobilization/manipulation thrust and nonthrust techniques)
X X
g. Motor Function Training (balance, gait, etc.)
X X
h. Patient/Client education X X
i. Therapeutic Exercise X X On-site student interviews indicated that they wanted more information about therapeutic exercise as an intervention, across all patient populations.
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.
X X
7D29 Delineate, communicate and supervise those areas of the plan of care that will be directed to the PTA.
X X
7D30 Monitor and adjust the plan of care in response to patient/client status.
X X
7D31 Assess patient outcomes, including the use of appropriate standardized tests and measures that address impairments, functional status and participation.
X X
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.
X X
7D33 Respond effectively to patient/client and environmental emergencies in one’s practice setting.
X X
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The practice expectations in 7D have been placed into a table that is part of the final Visit Report. This is the only place for the team to comment on individual practice expectations.
Based on your review of all materials and on-site interviews, please indicate if the objectives and learning experiences for each practice expectation appear
to be reflective of entry level practice (can use yes/no or √).
Indicate if reflective of entry level practice
COMMENT: Comment is needed only when the practice expectation is a strength of the program OR does NOT appear to be sufficiently addressed in objectives or learning experiences or based on interviews. Summarize the sources of information that led you to this opinion, for example, include comments from interviews or other supporting evidence (history of student performance, graduate or employer survey data, course materials from either the SSR or viewed on site, etc.) If more specific objectives are found during your review, identify the course and objective #(s). FOR ALL OTHERS, NO COMMENT IS NEEDED. O
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7D34 Provide physical therapy services that address primary, secondary and tertiary prevention, health promotion, and wellness to individuals, groups, and communities.
X X All students have an opportunity to observe and practice skills in the on-site PT clinic. Students also have an opportunity to engage in several annual community-based healthcare activities, such as Special Olympics and with the Boys and Girls clubs. Several students reported that the ability to engage in community activities were a major factor in selecting the ISU program.
7D35 Provide care through direct access.
X X
7D36 Participate in the case management process.
X X
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
X X
7D38 Participate in activities for ongoing assessment and improvement of quality services.
X X
7D39 Participate in patient-centered interprofessional collaborative practice.
X X
7D40 Use health informatics in the health care environment.
X X
7D41 Assess health care policies and their potential impact on the healthcare environment and practice.
X X
Practice Management 7D42 Participate in the financial management of the practice setting, including accurate billing and payment for services rendered.
X X
7D43 Participate in practice management, including marketing, public relations, regulatory and legal requirements, risk management, staffing and continuous quality improvement.
X X
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INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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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.
TEAM COMMENTS: ► The Self-study Report indicates that the core faculty number of six core faculty (13.95 FTE) is sufficient to meet teaching, scholarship, and service expectations. The recent loss of 2 core faculty in May of 2017 and one of these two not passing the licensure exam, caused the program director and DCE to carry heavier than expected teaching loads for 2016-2017. A reasonable faculty:student ratio maintained by an admission of an initial starting class size of 16, and subsequent class sizes of 27 and 30, core faculty collaboration, five additional associated faculty (approximately 4.87 FTE) who teach greater than 50% of contact hours in 11 courses within the curriculum, and an additional 10 individuals who provide additional lecturers or lab support throughout the curriculum, appear adequate to allow each core faculty member to meet teaching, scholarship, and service expectations, and to achieve expected program outcomes. Faculty report that their respective workloads allow them to complete all expectations of the program and achieve expected outcomes. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 8B The program has, or has ensured access to, adequate secretarial/administrative and technical
support services to meet expected program outcomes.
TEAM COMMENTS: ► The team met with the two allocated administrative staff persons (Administrative Assistant and Clinical Education Assistant). Each staff person has different areas of responsibility. For the Administrative Assistant position, this could include the following: admissions/administrative coordination, budgeting, and general activities depending upon the needs of the Program Director. The Clinical Education Assistant is primarily responsible for clinical education activities. A department Office Manager offers assistance to the program on an as-needed basis. Staffing appears to be adequate and the Program has access to qualified teaching assistants from the community when it comes to teaching courses. Staff, faculty, and students reported that there is sufficient technical support from the IT department to meet program administrative and instructional needs. The program director and the DCE indicated that they were both satisfied with the level of administrative and technical support enjoyed by the program. This sentiment was also echoed by the core faculty. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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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. TEAM COMMENTS: ► The Self-study Report indicates that a student program fee is the primary revenue source for program needs and the University covering salaries for both faculty and staff. This was confirmed by the Program Director, Provost, President, Dean, and Department Chair. Examination of financial documents on-site, and interviews with faculty and staff, indicate a high degree of satisfaction with program resources, salaries, and benefits. Faculty reported strong financial support for research endeavors and professional travel for presentations, as well as generous tuition waivers for full-time faculty. Additional faculty development funding from the Provost has been allocated over a 3-year period. Staff report sufficient funding for professional development. Funding appears stable and the expressed commitment to education as a core institutional value among all parties interviewed was evident. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► A tour of the facilities included visits to a dedicated DPT dual lecture/lab room and a dedicated lab room located in the Health and Human Services building. The team also were able to view the new building construction for the College of Health and Human Services, where more laboratory experiences will occur which will include Neuro-Rehab lab teaching space. Furthermore, classrooms and lab spaces for anatomy and simulation experiences are available in buildings near each other. The classrooms have state of the art AV equipment and each can accommodate the full cohort of students. The faculty and students were unanimous in their opinion that the classroom and laboratory environments are supportive of effective teaching and learning. INSTITUTION COMMENTS: t IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 8D2 Space is sufficient for faculty and staff offices, student advisement, conducting confidential
meetings, storing office equipment and documents, and securing confidential materials.
TEAM COMMENTS: ► A tour of the program’s facilities confirmed that full-time faculty have individual offices, which appear adequate in size and function. Offices are centrally-located for ease of communication and collaboration. Associate faculty have access to centrally-located shared office space. Offices appear
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sufficient for staff and faculty. Additional rooms are available for private interactions with students when needed. The team confirmed that there is ample storage as detailed in the Self-study Report. On the tour of the facilities, it was observed that confidential information was stored in secured filing cabinets. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 8D3 Students have access to laboratory space outside of scheduled class time for practice of
clinical skills.
TEAM COMMENTS: ► Students confirmed that they could use the laboratory space located in the adjacent buildings every day outside of class time. The same is true for the anatomy lab during the first semester, and both students and faculty confirmed open lab times. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► The program director confirmed that Program owns the appropriate specialized equipment and basic laboratory equipment such as crutches, walkers, and other frequently used equipment within the department. This equipment was viewed in the storeroom and labs. The Program does not rely on vendors for any required equipment. Students and faculty indicate that equipment is available when needed. A review of the list of equipment owned by the department and an up-to-date annual maintenance check report confirms all equipment is currently safe and in good operating condition. Stickers on the equipment indicate that inspections and required calibrations have been carried out and are current. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 8D5 Technology resources meet the needs of the program.
TEAM COMMENTS: ► During the visit, it was confirmed through interviews with faculty and students, that technology resources appear to meet the needs of the program and represent the latest technologies, to provide a high-quality academic experience.
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INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 8D6 Core faculty have access to sufficient space and equipment to fulfill their scholarly agendas. TEAM COMMENTS: ► Core faculty confirm they have the space to accomplish their scholarly agendas. The core faculty informed the Team that they were satisfied with the space they have for scholarly activities. This includes on-campus sites such as the Applied Medicine Research Center, which contains five research suites, and the Arena Building. Discussions with the core faculty revealed that they were not lacking for equipment needed to pursue their scholarly agendas. The consensus was that, so long as the project for which the equipment was requested had merit, money would be made available. This was also the opinion of the Program Director, Chair, and Dean. The Provost also noted that funds could be applied for, and had been allotted to support program and faculty needs. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► Students and faculty confirm that the Cunningham Memorial Library is the primary library for the PT program. Holdings are extensive, and an accessible electronic collection enables students and faculty to access most materials from home or distant sites. Students and faculty report that reference support and interlibrary loan are readily available. The facility provides small group/interprofessional study rooms and computer stations. The team verified that students also have access to anatomical models, videos, the writing center, and other instructional aides in the library. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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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.
TEAM COMMENTS: ► The clinical sites available to the program appear sufficient to provide the quality, quantity, and variety of expected experiences to prepare students for their roles and responsibilities as physical therapists. On-site interviews with Dr. S. Tapley revealed that there are 270 current clinical education agreements, with about 1,600 active clinical sites. The clinical education assignment chart from element 8F revealed that for the class of 2020, 30 clinical sites were required, but only 18 were available. On-site interviews with Dr. S. Tapley referenced the updated clinical education assignment chart documenting that there are now 25 sites available for this cohort of 30 students. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 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.
TEAM COMMENTS: ► On-site interviews with Dr. S. Tapley, DCE, and Kathryn Warfel, Clinical Education Assistant, identified that they both have access to, and are responsible for the maintenance and updating of all clinical agreements. The clinical agreements are stored electronically, as well as in notebooks in both office areas. Students are encouraged and allowed to review these agreements but are unable to remove them from the office areas. During the on-site review, several hard copy clinical agreements were reviewed and found to be inclusive, dated, signed, and current. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY: 8H Academic services, counseling services, health services, disability services, and financial aid
services are available to program students. TEAM COMMENTS: ► Students report that they have access to all services provided by ISU to include support services, enrollment services, and other resources which are enhanced by 1) Student Counseling Center; 2) Student Academic Services Center to include writing center, mentoring program, and disable student services; 3) Health Services; and 4) University’s student financial aid services. The students reported
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that most of their dealings with financial affairs were done before starting the program. The students found the staff of financial affairs very helpful and accessible. Students indicated there were aware of policies and services regarding accommodation for a disability and shared examples that the program does make accommodations on an individual basis as needed. Students verified that financial services are timely and accessible, and indicated satisfaction with these services. Health Services is located on the 1st floor of the Sycamore Center for Wellness and Applied Medicine and is available to students as needed. INSTITUTION COMMENTS: IDENTIFY ADDITIONAL MATERIALS UPLOADED, IF ANY:
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ADDITIONAL MATERIALS REQUESTED BY THE ON-SITE REVIEW TEAM TO BE PROVIDED WITH THE INSTITUTION’S RESPONSE
APTA Department of Accreditation The following materials are to be provided to CAPTE as part of the institution’s response to this report. At the time the Visit Report with Institution Response is submitted, upload each document via the program’s home page of the CAPTE Portal using the Upload Additional Materials button under the SSR Grid. The following instructions must be followed:
a. Format: All documents must be in PDF format. All large documents must be bookmarked. b. Naming of document: In order to clearly identify that it is part of the institution’s response, the file name
must begin with IR (eg, IR_CVBrown_NewCore.pdf). If it is a revised document, then ‘revised’ must also be included in the file name (eg, IR_RevisedClinEdHdbk.pdf). The document should be clearly named so that the reader will know what it is. Do not name by standard, unless it is a revised narrative response.
c. Highlight Revisions: Any revised document must have all revisions highlighted. d. Identified in Visit Report: The file name (e.g. IR_Revised CVSmith.pdf) must be included in the IDENTIFY
ADDITIONAL MATERIALS UPLOADED, IF ANY box under each applicable standard.
Should the program want to provide materials not requested by the team, these instructions must be followed for all materials being provided AFTER the on-site visit. ADDITIONAL MATERIALS REQUESTED: (if none, state none; DO NOT DELETE page)
STANDARD REQUESTED MATERIAL(S) Standard 4A Updated CV for Brittany Storms to reflect current pursuit of a terminal degree Standard 8F Updated Clinical Education Sites Available for Academic Year of CAPTE On-site
Visit Based on Current Contractual Access (Required Form) (November 2015) - need to provide corrected values.
PROGRAM DIRECTORS: IF YOU ARE SCHEDULED FOR AN INITIAL ACCREDITATION DECISION: Section 8.12(d) of CAPTE Rules of Practice and Procedure requires programs seeking initial accreditation to provide the following information for the charter class no later than thirty (30) days prior to the CAPTE meeting at which the program will be reviewed; the files should be in PDF format with the file names specified below and emailed to [email protected]. The due date to receive your program’s materials is March 27, 2018.
(i) CE Student Experiences.pdf -- a list of each student’s clinical placements and an indication of the type of experience provided (e.g., in-patient, out-patient, acute care, rehabilitation, home care, pediatrics, etc);
(ii) CE Student Performance Summary.pdf -- a summary of each student’s most recent evaluation (mid-term or final); and
(iii) CE Analysis of Student Performance.pdf -- an analysis of the performance of students (in aggregate) in clinical education based on feedback provided by clinical educators.
TEAM LEADERS: IF ADDITIONAL MATERIALS ARE REQUESTED, LEAVE A COPY ON SITE WITH THE PROGRAM AND SUBMIT THIS FORM WITH THE VISIT REPORT. Only material viewed
on site or missing from the Self-study Report can be requested
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Visit Report
Representing the
Commission on Accreditation in Physical Therapy Education
Names and Signatures of the Team
Indiana State University Name of Institution
Doctor of Physical Therapy Program Name of Physical Therapy Program
November 5-8, 2017 Date of the On-Site Visit
Manuel A. Domenech, PT, DPT, MS, EdD Team Leader
Joan A. Drevins, PT, DPT, MS Team Member
Valerie Rutledge, EdD Team Member (Non-PT)
Each of the above signers hereby reaffirms his/her commitment to maintain the confidentiality of all information relating to the accreditation of this physical therapist education program and promises not to make copies of, disclose, discuss, describe, distribute or disseminate, in any manner whatsoever, either orally or in written form, any confidential information received or generated, and not to use any confidential information for personal or professional benefit or for any other reason, except directly in connection with service to CAPTE. SIGNATURE PAGE