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
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
OTA & PTA EAP website – new and revisedwww.otapta.ca
Overview of the OTA & PTA EAP Accreditation Process
Updates: Policy Updates and New Resources
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Updates: Policy Updates and New Resources
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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: Policy Updates and New Resources
Updates - Kathy
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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.
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Updates: Policy Updates and New Resources
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Updates: Policy Updates and New Resources
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Updates: Policy Updates and New Resources
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Updates: Policy Updates and New Resources
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Updates: Policy Updates and New Resources
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
• 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
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
• 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.
Updates: Criterion 3.4.2 and T-Res Project
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
• 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?
Updates: Criterion 3.4.2 and T-Res Project
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
• 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
Updates: Criterion 3.4.2 and T-Res Project
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
• 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
Updates: Criterion 3.4.2 and T-Res Project
Time for Questions
2:25 pm
Writing a Self Study Report
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Writing a Self Study Report
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
Format of the SSR:
• Narrative should include (See Program Handbook for details about each section):
• Introduction/Overview• Standards and criteria• Summary
Writing a Self Study Report
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Writing a Self Study Report
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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.
Writing a Self Study Report
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Writing a Self Study Report
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Writing a Self Study Report
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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)
Writing a Self Study Report
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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
Writing a Self Study Report
Occupational Therapist Assistant & Physiotherapist Assistant Education Accreditation Program
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