The ACAPT Strategic Initiative Panels were formed in response to 3 of the ‘Harmonizing Recommendations’ developed at the 2014 Clinical Education Summit. A short presentation on the journey from the Clinical Education Summit to the reports of the panels is available here: The final report from the Summit
The panels were formed to address each of these recommendations and work was initiated at CSM in 2016. The panels began their work in early 2016 and presented their recommendations to the ACAPT Board in June of 2017. In October 2017 at ELC, motions will be presented to the membership related to the panel recommendations.
As the Coordinator for the ACAPT Strategic Initiative Panels it is my pleasure to present the final work from these panels. We are hopeful that these reports and supporting materials will aid in your review of the panels’ work in preparation for ELC in October.
The recommendations from the panels have been presented to the Board of Directors and several have been developed as motions to come before the membership. Once membership decisions are complete, the Board will take additional action to support the members’ decisions. The motions, if adopted, will lay a strong foundation of consistency in language and expectations; all identified as necessary by the clinical education community.
Compiled Report:There are 3 components to this report: • Summary – this contains an overview of the process and the final work products from each panel. • Recommendations for consideration – this includes the recommendations from each panel that were presented to the ACAPT Board.• Final reports from panels – this is the comprehensive final report from all 3 panels. It contains the detailed methodology each group undertook that led to the final results. All 3 components have been combined into a single PDF with bookmarks to ensure that all information is easily accessible for review.Discussion Forums:A discussion board has been created for each of the three panels. These discussion areas will be monitored by the panel chairs. Please post questions or comments and we will work to facilitate discussion in advance of ELC.Webinar Overviews: Short presentations on the work of each panel is available for your listening enjoyment! These high-level overviews are intended to supplement the written reports and highlight the recommendations from each panel that will come before the membership in October. The links to the recording can be found under the tab for each panel below.Motions for Meeting:The motion language is posted on the ACPAT website. Some of the recommendations have been combined into a single motion and others are reflected as Board action and referenced in the motion support statements.
Thank you for your active engagement in this process.Shawne E Soper, PT, DPT, MBACoordinator of the ACAPT Strategic Initiative Panels
As the strategic panel considering integrated clinical education (ICE) worked through their charge, discussion occurred on the use of simulation as a ‘goal oriented diverse active learning experience’ (per the original charge). The group has since determined that these experiences are not integrated clinical experiences but rather are more closely aligned with the academic portion of the PT education curriculum. This decision was based on the definitions of clinical education and clinical education experiences developed by the terminology panel. The definition for clinical education experience describes experiences that occur in physical therapy workplace environments. Therefore, the ICE Panel has determined that simulation activities are not in the purview of their charge and have suggested that a separate panel investigate simulation and its role in PT education programs. Doing so provides the opportunity to engage stakeholders, particularly clinical instructors and CCCEs, in the process to develop recommendations regarding simulation that align with current evidence and are responsive to stakeholder input.
Charge: examine the role of simulation in PT education programs and provide options/best practices for the effective use of simulation in physical therapy curricula. The specific charge to this working panel is:
Click on the titles below to see the final documents approved by ACAPT members in 2017:
Common Terminology Glossary for Physical Therapist Clinical Education
Definition of Integrated Clinical Education (ICE)
KSAs and Levels of Competency for Considering Student Readiness
Parameters of Baseline Expectations for Integrated Clinical Education
Listen to a short introductory presentation on the history of the Panels: http://apta.adobeconnect.com/p3o4fpd1hloa/
Or read the Panel Reports
Summit Recommendation: Academic and clinical faculty will develop, disseminate, use, and periodically review standard terminology and definitions for physical therapy education (As a model, think the National Medical Library’s MeSH –
Single acceptable, resource). Click here to listen to this panel's recommendations: http://apta.adobeconnect.com/phrgtncuas04/
Outcome: The ACAPT Common Terminology Panel developed common terminology related to clinical education.
The specific charge of this working panel was to:
ACAPT's National Consortium of Clinical Educators (NCCE) and the Common Terminology Task Force developed ACAPT's Physical Therapists Clinical Education Glossary to address the problem that academic and clinical faculty often use different terminology when describing their work within physical therapy education.
Subsequently, the Academy of Physical Therapy Education (APTE) and its Clinical Education Terminology Task Force of the Academy's PTA Educators SIG created the Physical Therapy Clinical Education Glossary , including PT & PTA clinical education terminology.
see also the full article in PTJ here: https://doi.org/10.1093/ptj/pzy075
Summit Recommendation: Develop a requisite core set of knowledge, skills, attitudes and professional behaviors to move into early, intermediate, and final full-time clinical experiences. Click here to listen to this panel's recommendations: https://columbiaphysicaltherapy.adobeconnect.com/_a999960715/ph6qmmt8wqvc/?launcher=false&fcsContent=true&pbMode=normal
Charge: The ACAPT Student Readiness Strategic Initiative Panel will identify and define a core set of competencies (knowledge, skills, attitudes and professional behaviors) that are to be demonstrated by students prior to full-time clinical education. The initial focus of the panel will be on entry to the initial full-time clinical experience. The specific charge to this working panel is:
see also the full article in PTJ here: https://doi.org/10.1093/ptj/pzy134
Summit Recommendation: All programs will offer goal oriented, diverse active‐learning experiences that are developed in collaboration with invested stakeholders and embedded within the didactic curriculum, prior to terminal experiences. Listen to a summary of this panels recommendations here: https://mix.office.com/watch/1bizh0ji815w1
Charge: The ACAPT Integrated Clinical Education Strategic Initiative Panel will develop a recommendation for implementation of integrated clinical education as a component of physical therapist education. The specific charge to this working panel is:
see also the full article in PTJ here: https://doi.org/10.1093/ptj/pzy135
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