education session june 18, 2014 edmonton ab occupational therapist assistant & physiotherapist...

Education SessionJune 18, 2014Edmonton AB

OCCUPATIONAL THERAPIST ASSISTANT & PHYSIOTHERAPIST ASSISTANT EDUCATION ACCREDITATION PROGRAM

Introductions

Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program

Kathy Davidson – Program Manager, OTA & PTA EAPLesley Bainbridge – Chair, Joint Accreditation Committee (JAC)Dianna Fong-Lee – OT, COPEC representative, JACParticipantsPeer Review Team members

Updates


OTA & PTA EAP website – new and revisedwww.otapta.ca

Overview of the OTA & PTA EAP Accreditation Process

http://www.otapta.ca/

Updates: Policy Updates and New Resources


ACC-03 – Accreditation decisionsNow includes:• Recommended text for notifying

stakeholders re. Probationary accreditation status

• Recommended text for publication of non-accreditation status

• Recommended text for publication of accreditation status

• Details re. impact on students of probationary/ non-accreditation status


ACC-03 – Accreditation decisions

Also includes requirements for maintenance of candidacy or accreditation status:• submission of Progress Reports as required in the AR & SR

(accredited programs only)• submission of an Annual Accreditation Report (online

survey)• payment of an annual fee • reporting of any substantive change in an education

program which may affect compliance• nomination of one educator meeting the PRT member

eligibility criteria to join the pool of PRT members• publication of accreditation status• use of approved text to publicly disclose candidacy status, if

choosing to publish candidacy status



GUIDE 06 – Supervision of OTA PTA students during fieldwork

• describes the accreditation requirements with regards to OTA/PTA student supervision

• includes supervision by an OT or a PT• includes supervision by an OTA/PTA• describes the “primary preceptor”


Updates - Kathy


Policy Updates and New Resources

GUIDE 09 – PRT Chair Tips and Responsibilities

• Outlines the specific responsibilities of the PRT Chair (separate from the responsibilities of all PRT members).

• Provides tips and suggestions which PRT Chairs have identified as helpful to know prior to taking on the role.


GUIDE 10 – General tips for preparation of a Self Study Report

• Compiled from a LinkedIn group called “Higher Education Accreditation Basics” – Discussion titled “Best Practices for Developing a Quality Self Study”

• Describes strategies and tips from a variety of consultants and accreditors to help programs prepare an SSR

http://www.linkedin.com/groups?gid=4174303&mostPopular=&trk=tyah&trkInfo=tarId%3A1402436136199%2Ctas%3Ahigher%20education%20accreditation%20basics%2Cidx%3A1-1-1


http://www.linkedin.com/groups?gid=4174303&mostPopular=&trk=tyah&trkInfo=tarId:1402436136199,tas:higher%20education%20accreditation%20basics,idx:1-1-1





Now available:

Revised PRT and Program HandbooksSample offsite and onsite PRT reportsSample Self Study Report (excerpts)Sample Progress ReportSample Program ResponseChecklist of concerns – used by PRT Sample interview sheets – used by PRTTwo required online PRT training programs –

1. AAAC – generic PRT member training re. accreditation

2. OTA & PTA EAP specific online orientation



Important ChangeNow four ways to submit documentation to the OTA & PTA EAP:

Through the PEAC file-upload system on the PEAC website (maximum 60 MB)

ORBy sending five (5) secure USB keys to the OTA & PTA EAP office

ORBy uploading to a institution server (or DropBox-type cloud site), and providing PEAC staff with access temporarily to allow for download of the document

ORBy email if the document is small enough



Still in development:

GUIDE 08 – Principles in the accreditation of distributed education

• Will describe for programs and PRTs the unique accreditation requirements of offering education by distributed delivery methods or using distance education delivery



Still in Development:

• Guideline to describe role-emerging fieldwork placements, and when/whether fieldwork hours accumulated in role-emerging placements can be counted towards the required 500 hours



• Criterion 3.4.2:

“Clinical/fieldwork education includes no less than 30% (150 hours) of the total time in each discipline.”

• Revision to criterion 3.4.2 was originally required by Fall 2014. This has been extended to Spring 2016 to allow for data collection to inform the revision.

Updates: Criterion 3.4.2 and T-Res Project


• 30% are PTA hours, 30% are OTA hours – what is happening in the remaining 40% and do programs/students record it as either OTA or PTA?

• T-Res – a project to gather data to inform revision of 3.4.2. Research objectives:

1. To distinguish OTA and PTA activities in combined fieldwork placements.

2. To identify activities completed during combined OTA and PTA fieldwork placements that can legitimately be recorded as either OTA or PTA.



• five education programs• students enter data for each clinical

encounter during fieldwork placements • each clinical experience will be tagged as

either OT or PT, dependent on which discipline assigned the task to the student

• Where is the overlap?



• Programs whose students may be lacking in OTA fieldwork hours may in fact be in compliance if some of these “overlap” tasks could be legitimately recorded as OT hours instead of PT hours.

• The 40% of hours contribute to students gaining competence and confidence in soft skills – communication/conflict resolution/etc. - rather than discipline-specific practical skills



• Four programs have volunteered to participate:• Mohawk College – already collecting data• Centennial College• Sault College• Vancouver Community College

• We need one more to start in September!

• Results should be available late 2015/early 2016 in time for revision to criterion 3.4.2


Time for Questions

2:25 pm

Writing a Self Study Report


Purpose of the SSR:• An opportunity for the program to reflect• A key reference document for review during

all phases of the full accreditation review process

• OTA & PTA EAP staff• the Peer Review Team members• the Joint Accreditation Committee• PEAC and CAOT if requested

• Presentation of your program to the accreditation team and a chance to

• highlight the great work you do• acknowledge areas for improvement



Format of the SSR:

• Narrative should include (See Program Handbook for details about each section):

• Introduction/Overview• Standards and criteria• Summary



Standards and criteria section should:

• describe narratively the extent to which the program is in compliance with each criterion

• provide evidence (appendices) for each criterion

AND• provide a narrative explaining how the

evidence demonstrates compliance

• PRT members should understand from the narrative why the particular piece of evidence was chosen for inclusion



Standards and criteria section should:

• Describe reflection by the program upon its compliance and identify any areas where compliance is weak.

• Include a description of any activities or plans that are underway to address these weaker areas.



TIPS

• Provide only the most applicable evidence for a particular criterion, rather than an exhaustive list of appendices and evidence.

• Some evidence, especially for Standard 6, may span several (or all) courses; only the MOST relevant evidence should be referenced in the SSR narrative.

• Example



Common Errors/Concerns (things to avoid):

• No narrative at all, just a list of appendices for each standard/criterion

• Narrative for Standards 1-5 then just course outlines for Standard 6

• List of 17 course outlines as evidence for one criterion (eg PTA 6.1.3)

• Links to appendices difficult to navigate or unclear

• Incomplete submission of appendices



Common challenges for programs:

• 1.8.1: The curriculum is grounded in a conceptual framework

• Lesley will be presenting on this shortly

• Standard 4 – Program Evaluation• Program evaluation and Curriculum

evaluation are different• Curriculum evaluation is a part of

Program evaluation

There is a documented plan for program evaluation that is based on clearly defined and

measurable goals (criterion 4.1)

The program collects data for a systematic and comprehensive evaluationof its effectiveness on a regular basis (criterion 4.2)

The program makes changes in response to analysis of program evaluation data and evaluates the impact of these changes (criterion 4.4)

The program analyzes and synthesizes program evaluation data to identify need for change (criterion 4.3)



Common challenges for programs:

• Standard 6 – Competencies• How to provide all that evidence?• Use the Competency Matrix available on

the website (an appendix of the SSI)• MORE is not BETTER• Find 1-3 KEY pieces of evidence for each

criterion, even though there may be more available

• Be clear in the narrative about WHY this evidence demonstrates compliance



Use your resources!• Read the Program Accreditation Handbook• Use the OTA & PTA EAP Staff

• can review early drafts of the SSR• can answer questions any time• can problem solve about how to write, format,

navigate, submit• Ask past and current PRT members for input• Ask accredited programs for help - they have

valuable insight• Volunteer as a PRT member – see the process

from the other side; read another program’s SSR before you have to submit

BREAK

3:15 pm

Time for Questions

education session june 18, 2014 edmonton ab occupational therapist assistant & physiotherapist...

Documents

accreditation requirements

accreditation decisionsnow

education program

new resources guide

prt chair tips

prt chairs

prt chair separate

general tips