Background: In 2018, the ACAPT Board decided to build upon the exceptional work created by the Benchmarks Task Force to a broader, more global perspective view reflecting the multi-faceted measures of excellence.

ACAPT invited over 30 individuals representing the diversity of the physical therapy academic and clinical settings from around the U.S. for a facilitated 2-day meeting in May of 2019. 

The charge to the participants: Develop a prioritized list that includes an array of measures for excellence in academic physical therapy.

The objectives:

1. Determine the multi-faceted components of excellence
2. Develop a vision and desired characteristics for systems to measure excellence
3. Establish a comprehensive working definition of excellence
4. Evaluate the status of current capabilities for measuring excellence
5. Develop a plan for implementing a comprehensive measurement system.

The attendees were assigned to one of four groups:

1. Program outcomes
2. Praxis of learning
3. Characteristics of programs
4. Community engagement and impact

The following were articles shared and/or discussed with the participants to help prepare them to meet the objectives:

1. National Study of Excellence and Innovation in Physical Therapist Education: Part 1 - Design, Method, Results
2. National Study of Excellence and Innovation in Physical Therapist Education: Part 2 - A Call to Reform
3. Benchmarking the Physical Therapist Academic Environment to Understand the Student Experience
4. Developing a Tool to Assess Physical Therapist Educational Program Quality With Engagement Theory
5. Benchmarking in Academic Pharmacy Departments
6. The ASPIRE-to-Excellence Program: A Global Effort to Improve the Quality of Medical Education
7. Baldridge Excellence Framework for Education

Criteria of Excellence Summary

Detailed report

ACAPT wants to investigate feasibility of creating systems for measuring excellence using agreed-upon standards that reflect the diversity of programs and allow multiple avenues for recognition of excellence. View as iterative process, modified based on input (innovation, inclusion, inquiry). Emphasis as promoting self-evaluation and program growth, not used as punitive or competitive. System could be:

1. Voluntary
2. Linked to data needed for CAPTE 
3. Reflect views of multiple stakeholders across time

Future Actions: Investigate the infrastructure and financial implications of creating a system or joining existing systems in other health professions.

Three task forces have been created and you can read details about each task force here.

1. Task force to explore the creation of an excellence recognition model

This task force will explore the processes, systems, and resources needed for ACAPT to establish a peer-based, multi-faceted recognition system similar to the ASPIRE model capable of evaluating applications from academic programs seeking recognition of excellence in a wide range of attributes and to honor those selected. Ideally, the system would also include a process for programs to self-evaluate against established criteria in order to facilitate excellence.  Participants include:

• Nancy Reese, Board liaison, University of Central Arkansas
• Stacia Brown, University of Kansas Medical Center
• Yvonne Colgrove, University of Kansas Medical Center
• Susie Deusinger, Washington University School of Medicine
• Lisa Dorsey, Saint Louis University
• Jim Gordan, University of Southern California
• Nan Hyland, Mercy College
• Diane Jette, MGH Institute of Health Professions
• Kai Kennedy, University of California, San Francisco
• Michael Martin, Ohio State University
• Susan McNertney, Simmons University
• Tim Rethorn, Ohio State University

2. Task force to explore data and technology to evaluate program outcomes

This task force's purpose is to explore what data is currently available versus that which needs to be acquired, along with the technology, systems, and costs needed for ACAPT to assess program outcomes relative to the criteria for excellence. Participants include:

• Peter Altenburger, Board liaison, Indiana University
• Stuart Binder-Macleod, University of Delaware
• Jacki Brechter, Chapman University
• Harsha Deoghare, Western University of Health Sciences
• Ken Kosior, Quinnipiac School of Health Sciences
• Sara North, The University of Minnesota
• Rich Shields, University of Iowa
• Kim Topp, University of California, San Francisco

3. Task Force to Establish a Blueprint for Excellence: Essentials for a DPT Program

Purpose: The purpose of the Task Force is to explore the creation of a new document to replace the current model for physical therapy education, to serve as a resource for current and developing programs to create excellence in physical therapist education. Participants include:

• Board liaison: John Buford
• Ellen Wruble
• Doug Haladay
• Scott Burns
• Shawn Drake
• Susan Ostertag