NEWSLETTER

HIGHLIGHTS

• Academy Pre-conferences at CSM
• Call for FHEL Advisory Group
• FHEL Applications Are Open
• FPTR Scholarships and Fellowships
• Professional Development Needs Assessment

The Novice Director of Clinical Education/Site Coordinator of Clinical Education for a Doctoring Profession

This pre-conference course is designed to develop and engage novice DCE/SCCE’s faculty development for the scholarship of teaching and learning (SoTL) excellence within their administrative, academic, service and research responsibilities for a doctoring profession. Expert discussion is focused on the key roles of the DCE/SCCE, including: a) serving as communication liaison between the academic institution and affiliated clinical education (CE) sites; b) providing CE program planning, implementation and assessment; and c) facilitating clinical site development and clinical faculty development. The course addresses functions of the DCE/SCCE’s to serve as the bridge between academic and clinical environments while meeting the needs of the CE Team (SCCE/CI/Developing Health Care Professionals), and CE program learning outcomes. Through CE case examples, participants investigate linkages to ethical, compliance and regulatory issues and best practice for CE. Consideration of methods to assess and evaluate the CE program and DCE/SCCE for the many constituent stakeholders are examined. Individualized CE plans are examined related to exceptional learners. Those interested in considering the DCE/SCCE role as their next career opportunity or novice DCE/SCCE’s adjusting to the new demands of their roles and responsibilities will not want to miss this session designed to specifically meet your needs.

Medical Improv for Physical Therapists

and Physical Therapist Assistants: Level 1

Improvisation (improv) is a theatrical art form that emphasizes being “in the moment.” Medical improv takes the principles and techniques of theatrical improvisation and applies them to the unpredictable healthcare environment, creating an innovative educational tool designed to improve learners’ communication, confidence, and sense of community. As a follow-up to our 2022 CSM education session, this course goes further to provide hands-on training for teaching improv exercises. Participants will learn the background on improv in health professions education, and play a variety of improv exercises. In the second half of the course, participants will get to practice leading exercises, and ultimately will work together to develop novel improv exercises. After attending this course, participants will leave prepared to immediately begin utilizing improvisation as an educational tool within their work setting. The creators of this course are program faculty and staff with PT educator, theater, and improvisation expertise and backgrounds. Additionally, we have all been trained in the Watson/Northwestern Medical Improv Method. However, participants do NOT need any improv experience to learn from and enjoy this course - just a willingness to have fun!

Practical Teaching and Learning Strategies

for Clinical Reasoning: Building Your Toolbox

All health professions educators are involved in the facilitating learners' development of clinical reasoning abilities. Clinicians are particularly challenged as they are engaged in delivering quality patient care along with facilitating and assessing the reasoning abilities of their learners. Clinical reasoning is not a simple skill but rather a complex, multidimensional concept that encompasses both cognitive and relational (non-cognitive) abilities. Understanding “what is going on with the patient” requires an expanded view of clinical reasoning including the weaving together of the analytic and nonanalytic reasoning processes that are grounded in the learning sciences. An evidence-based blueprint was developed as a practical teaching resource to guide the teaching, learning, and assessment of clinical reasoning in professional and post-professional education. An essential element of this process was a knowledge translation framework (KT) that brought together a community of educators (academic and clinical) who analyzed barriers, facilitators and implementation strategies.The blueprint provides a framework to assess the learner and implement intentional teaching strategies to progress, challenge, and/or remediate learners. This course provides participants practical application of the blueprint in all learning environments (classroom and clinic) that will progress the development of learner clinical reasoning abilities for physical therapist and physical therapist assistant education.

The Fellowship in Higher Education Leadership is Seeking Advisory Committee Members.

The APTA Academy of Education Fellowship in Higher Education Leadership (FHEL) provides current and aspiring directors in physical therapy and physical therapy assistant education programs with the skills and resources they need to be innovative, influential, and visionary leaders who can function within a rapidly evolving, politico-sociocultural environment. The Advisory Committee shall provide recommendations for changes to the Fellowship’s policies, procedures, and curriculum in order to enhance the ability of the Fellowship to meet its mission, goals, and outcomes.

Accepted committee members will begin March 1st, 2024 and continue in staggered terms for up to three years. Details about the Advisory Committee’s composition, roles and responsibilities can be found by clicking here. Any additional questions can be directed to the FHEL Program Director, Dr. Teressa Brown, PT, DPT, PhD, at FellowshipHigherEd@aptaeducation.org.

The APTA Academy of Education looks forward to helping current and aspiring leaders in Fellowship in Higher Education Leadership achieve their professional goals and advancing the physical therapy education community.

Applications close on December 15th, 2023.

The APTA Academy of Education Fellowship in Higher Education Leadership provides current and aspiring directors in physical therapy education programs with the skills and resources they need to be innovative, influential, and visionary leaders who can function within a rapidly evolving, politico-sociocultural environment.

The award-winning fellowship was first accredited by the American Board of Physical Therapy Residency and Fellowship Education (ABPTRFE) in 2012 and reaccredited in 2017 through 2027. With over 160 alumni, the FHEL looks forward to welcoming its 13th cohort for 2024-2025.

Accepted candidates will begin the fellowship July 1, 2024 and take part in three trimesters of coursework, a mentorship program, and a leadership project. The 2024-2025 cohort will conclude in July 2025.

The APTA Academy of Education looks forward to helping current and aspiring leaders in Fellowship in Higher Education Leadership achieve their professional goals and advancing the physical therapy education community.

Applications close on March 1, 2024.

The Academy is proud to support and donate to the Foundation for Physical Therapy Research (FPTR) Scholarships and Fellowships. Applications for the Promotion of Doctoral Studies I and II Scholarship are now open.

Click below to view the Education Endowment Fund Report for 2023.

Dear Colleague,

I have been asked by the Academy of Physical Therapy Education to conduct a needs assessment with the objective of determining perceived professional development needs of individuals involved in the academic and/or clinical education of physical therapy students (PT or PTA), residents or fellows. The ultimate goal is for the Academy to provide relevant and focused opportunities for individuals to develop new knowledge and skills related to their professional responsibilities.

On behalf of the Academy, I am asking that you complete the needs assessment survey linked here. Additionally, please feel free to forward the email to share the link with colleagues.

The survey should take you no longer than 15 minutes to complete unless you choose to elaborate on any responses. Your responses are completely anonymous unless you choose to provide contact information at the end.  

Thank you in advance for your participation.

Diane U. Jette, PT, DPT, DSc, FAPTA

Team-Based Learning in Physical Therapy:

Transitioning from Guru to Guide

December 7th from 7:00-8:00 PM ET

This course will detail the characteristics and learning preferences of current physical therapy students and provide support for the integration of evidence-based teaching and cooperative learning strategies such as team-based learning in healthcare professions. Presenters will explain the components of team-based learning and share best practices and pitfalls when incorporating this engaging instructional approach. At the conclusion, presenters will provide guidelines for selection and examples of didactic content that may be effectively taught via team-based learning.

Sign up using the form below to receive informational updates about the 19th Annual Physical Therapist Education Leadership Conference

The new Simulation Instructor Training for Rehab Professionals (SITReP) registration is now open!

This course is unique:

• Developed by rehab professionals for rehab educators, both academic and clinical.
• Hybrid design allows participants' greater flexibility to complete requirements; the in-person module is limited to 2 days, helping to keep the cost lower compared to other formal simulation training.

Professional Development Needs Assessment Survey

2023 APTA Honors & Awards

Welcome to the New APTA Academy of Education Website

Get to know President Chalee Engelhard PT, EdD

A Tribute to Outgoing President Dr. Pamela Levangie, PT, DSc, DPT, FAPTA

Congratulations to the Academy of Education’s Newly Elected Leaders