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Academic Advancement

Fostering excellence in academic PT

Fostering excellence in academic physical therapy
Excellence framework for academic physical therapy

Center for Excellence

  • The Excellence Framework for academic physical therapy is a tool to inspire discussion and continuous improvement.

  • The Data Advisory Committee completed mapping of several items to the Excellence Framework criteria: IPS and Engagement measure questions; CAPTE standards; and ACAPT strategic plan. The master map may be used to facilitate marketing of ACAPT offerings and demonstrate value, help programs address CAPTE requirements and work toward excellence and help the ACAPT board in strategic planning.
Admissions practice

Institutional Profile Survey data

  • In February 2024, ACAPT conducted its 3rd Institutional Profile Survey within the Center for Excellence platform, incorporating input from scholarly inquiry, clinical education groups, and Excellence Framework categorical questions. The 128-page report included comparative data from the 2023 IPS where available.

  • Eight reports by topic were created to help members access the information (institutions, DPT programs, clinical education, faculty, DPT students, program-level autonomy, program costs and student financial support, and ACAPT motions)

  • ACAPT shared the 2023 IPS results in January 2024. ACAPT continues to develop a platform that simplifies the understanding, management, and retrieval of data.

  • ACAPT's data analyst is working with vendors on future reporting needs.
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  • A faculty engagement & student engagement survey was sent to members. The survey closed at the end of June 2024. ACAPT received faculty responses from 134 institutional members and student responses from 105 institutional members. The results will publish later this year.

Task Force
Establishing a successful IPE-CP program and partnership with an institution

 

Chair: Debbie Prouty, MPT, EdD, GCS - Wingate University

Vice Chair: Michelle Keller, PT, MPT, CEEAA, EdD, Board Certified Clinical Specialist in Geriatrics - University of Mary Department of Physical Therapy 

  • Cheryl Babin, PT, DHA, MHA, CAGS, FNAP - Massachusetts College of Pharmacy and Health Sciences
  • Kimberly Beran-Shepler, PT, DPT, OCS, FNAP - Creighton University
  • Dr. Michelle Keller, PT, MPT, CEEAA, EdD, Board Certified Clinical Specialist in Geriatrics - University of Mary Department of Physical Therapy
  • Dana Maida, PT, DPT, Board-Certified Geriatric Clinical Specialist - University of Scranton
  • Sally McCormack Tutt, PT, DPT, MPH, EdD - University of New England
  • Patricia Mcginnis, PT, PhD, FNAP - Stockton University
  • Debbie Prouty, MPT, EdD, GCS - Wingate University
  • Myles Quiben, PT, PhD, DPT, FNAP - University of North Texas Health Science Center
  • Shelene Thomas, PT, DPT, EdD, GCS, FNAP - Augustana University
  • Sue Wenker, PT, PhD, MS - UW Madison 

 

Purpose:

  • Assist DPT programs in establishing and maintaining strong IPE/CP experiences in their programs
  • Enhance the visibility and value of interprofessional education in academic physical therapy
  • Encourage clinical and academic stakeholders in all settings to participate in open and inclusive intraprofessional and interprofessional partnerships
  • Assist DPT programs in the development of collaborative-ready physical therapists

The task force is focused on drafting survey questions on IPE to be added to the Institutional Profile Survey. These questions are currently being developed. The group has drafted a worksheet to capture IPE experiences in the classroom or experientially through application of the IPEC core competencies and are planning to develop a scoping review of IPE assessment tools for assessing IPE activities.

    Purpose:

    • To identify strategies and admissions practices for successful recruitment and retention.

    The group has reviewed literature that will ultimately lead to surveys capturing admissions practices, retention strategies, and other topics. Using ACAPT's IPS data, the group plans to analyze relationships of program variables with matriculation rates.

    Task Force
    Developing best practices in admissions & retention at DPT programs

     

    Chair: Andrea Bowens, PT, DPT, PhD - The University of Alabama at Birmingham

    Vice Chair: Heather K. Henderson, PT, DPT - Northwestern University 

    • Andrea Bowens, PT, DPT, PhD - Samford University
    • Heather K. Henderson, PT, DPT - Northwestern University
    • Stephanie Malaspina, PT, DPT - California State University Long Beach
    • Brett D. Neilson, PT, DPT, DSc - Hawai'i Pacific University
    • Lora Packel, PT, PhD - Saint Joseph's University
    • Shari Rone-Adams, PT, MHSA, DBA - Nova Southeastern University
    • Heather H. Ross, PT, MPT, PhD - Brenau University
    • Barbara Sanders, PT, PhD - Texas State University
    • Kunal Singhal, PT, PhD - University of St. Augustine for Health Sciences 

     

    Task Force
    Preparing prospective students for the academic rigor of DPT school

     

    Chair: Benjamin M Rogozinski, DPT - Emory University 

    Vice Chair: Cheryl J. Hill, BSPT, MS, PT, DPT, PhD - Nova Southeastern University 

    • Bindu Balakrishnan, PhD - University of St. Augustine for Health Sciences
    • DèShawn Fairbairn, PT - ATI Physical Therapy
    • Jamie L. Greco, PT, DPT, EdD - Duke University
    • Cheryl J. Hill, BSPT, MS, PT, DPT, PhD - Nova Southeastern University
    • Jamie Kronenberg, PT, DPT, SCS - Ohio State University
    • M. Karen Mueller, PT, DPT, PhD NBC-HWC - Northern Arizona University
    • Michael O'Hara - Temple University
    • Adrienne N. Pinckney, PT, DPT, PhD - Widener University
    • Benjamin M Rogozinski, DPT - Emory University

     


    Purpose:

    • Explore methods DPT programs use to partner with undergraduate institutions to advance prerequisite preparation in order to enhance the qualifications of applicants
    • Explore the range of DPT programs' student support services tailored toward contemporary needs of diverse cohorts
    • Investigate best practices in entry-level education that prepare graduates for primary care roles in outpatient, urgent care and emergency settings, and in prevention and health promotion initiatives.

    This task group aims to establish and strengthen partnerships with undergraduate institutions to improve the prerequisite preparation of applicants, assess effective methods in foundational education that equip graduates to excel in their career, and engage with other health professional programs. They are working to develop best practice guidelines for entry-level PT education, create a comprehensive set of student support service recommendations, and develop a comprehensive framework for academic programs to collaborate with undergraduate institutions. 

    Purpose:

    • Promote the value proposition for becoming a physical therapist.
    • Identify the best methods of reaching prospective students of all age ranges, educate and inspire them to explore a career in physical therapy/attend institution to include considerations from this article:
    • Advance communication with health career advisors through the National Association of Advisors for the Health Professions about the value of becoming a PT.
    • Disseminate information through financial aid professionals about the value proposition of DPT education and practice and dilemmas of student debt.
    • Launch major, widespread campaign targeting US undergraduate institutions to disseminate information about career opportunities in physical therapy.
    • Develop ways for academic and clinical faculty, students, and staff to speak up and demonstrate the strategic value of their program to the upper administration, advisory boards, boards of trustees, and clinical partners.
    • Develop ways for academic and clinical faculty, students, and staff to speak up and demonstrate the strategic value of their program to current and future prospective students, from (kindergarten) through undergraduate-level programs.
    • Identify considerations for programs to leverage community interests so they are valued by community.
    • Identify the role of research in promotion of the value proposition in becoming a physical therapist, to include these considerations from the Deusinger and Landers article referenced above:
    • Expand profession-wide research initiatives to increase and disseminate evidence demonstrating the economic value of physical therapy services.
    • Advance grant support for comparative effectiveness research and studies supporting the value proposition of physical therapy services for health and health care.

    The task force is identifying resources needed and currently available to communicate the value of becoming a physical therapist. They are reviewing the needs and resources for the academic and clinical communities. To educate the administrative community about the value of physical therapy, they are looking at ways to engage in recruitment, education and retention of workforce.

    Task Force
    Promoting the value proposition in academic physical therapy

     

    Chair: Nancy Kirsch, PT, DPT, PhD - Rutgers, The State University of New Jersey 

    Vice Chair: Monica A Nelsen, PT, DPT - University of Southern California 

    • Andrew Baldwin, PT, DPT - Mary Baldwin University
    • Jessica Garvey, PT - South County Hospital
    • Nancy Kirsch, PT, DPT, PhD - Rutgers, The State University of New Jersey
    • Monica A Nelsen, PT, DPT - University of Southern California
    • Mark Wilhelm, PT, DPT, PhD - Tufts University DPT Program - Boston

     

    Celebrating ACAPT's 10 years of excellence