Florida Gulf Coast University Report of Program Review Doctor of Physical Therapy Degree. January 30, 2008

Transcription

1 Florida Gulf Coast University Report of Program Review Doctor of Physical Therapy Degree January 30, 2008 C:\Documents and Settings\lbenefie\Local Settings\Temporary Internet Files\Content.Outlook\W2Z5VB0Q\PR 2008 PT Self Study (2).docx 1

2 Table of Contents Introduction 3 Components of Program Review 4 1. Mission and Purpose of the Program 4 2. Program Goals and Objectives 6 3. Assessment Systems 6 4. Implement/Modify the Program 7 5. Collect Data and Information 7 6. External Analysis of Goals/Objectives Articulation 7 7. External Analysis of Student Expected Learning Outcomes Acquisition 7 8. External Assessment of Sufficiency of Resources and Support Services 8 9. External Identification of Strengths, Opportunities, and Barriers External Review of Responses to Recommendations from Previous Reviews Generation of Recommendations Based on External Review Plan for Continuous Program Improvement 9 C:\Documents and Settings\lbenefie\Local Settings\Temporary Internet Files\Content.Outlook\W2Z5VB0Q\PR 2008 PT Self Study (2).docx 2

3 Introduction The Master of Science in Physical Therapy Program has been continuously accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE) since the inception of the program, with initial accreditation granted in May, 2001, with the first graduating class. The Department of Physical Therapy and Human Performance at Florida Gulf Coast University (FGCU) currently offers a post-baccalaureate Master of Science program in Physical Therapy. However, it is in the process of phasing this program out and the last class of MSPT students will graduate in The program has been approved to offer the Doctor of Physical Therapy (DPT) degree and will transition to this program in the Fall of The FGCU Board of Trustees (UBOT) approved the DPT June 19, The Florida Board of Governors approval was granted December 6, 2007, (see Florida Board of Governors letter in Appendix A) with further approval for FGCU to offer the DPT granted by the Southern Association of Colleges and Schools (SACS) December, 2007 (see SACS letter in Appendix B). The approved proposal for the DPT is attached (see DPT Proposal in Appendix C). The physical therapy program has undergone consistent development, review, and revision since its inception. The last CAPTE required Self-Study was completed in July, The narrative sections from the Self-Study Report for CAPTE are included as appendices to this report (see Self-Study Report in Appendix D). An On-Site Review Team visited FGCU in September, The Self-Study Report and the On-Site Review Team s recommendations were considered by CAPTE at its meeting in April, Full accreditation was reaffirmed for 5 years (see the summary of Action Report in Appendix E). A program Progress Report was requested and completed in Spring, 2008 (see PT Program Progress Report in Appendix F). The Progress Report addressed CAPTE s concerns about institutional commitment to the program and resources. This report reflects the evaluation of the MSPT and the assessment that led to the development of the DPT program that are discussed in the discussed in the self-study report, the DPT proposal, and the CAPTE Progress Report. These reports include descriptions of the changes made to the program as the curriculum was developed for the transition to the Doctor of Physical Therapy program in the Fall of As a founding program at FGCU, the physical therapy program was designed within the framework of the University s guiding principles, and is in keeping with the mission and goals of the University, College of Health Professions, and the Department of Physical Therapy and Human Performance. It is also designed to meet the professional standards set forth by CAPTE and expected by contemporary and future professional practice. Students enter the physical therapy program after successfully earning a bachelor s degree in any field and completing all required prerequisite courses. The rigorous new 115-hour Doctor of Physical Therapy degree is completed in 8 full-time semesters. Currently, there are 6.5 FTE faculty in the department, including the Department Chair. A search for one additional full-time faculty member is currently underway, with a starting date of July 1 st anticipated, with one additional faculty hire anticipated in each of the next 2 years. Projected student enrollment in this program is 24 full-time graduate students per cohort. The program is characterized by the integrated and active approach to learning around which the curriculum was designed. Faculty facilitate this active approach through use of a variety of teaching/learning methods. Students are also able to customize their learning experience through a required 6 credit hour independent study or research thesis. This allows the student an opportunity for in-depth investigation of an area of physical therapy in which they are interested. Assessment and continuous improvement is central to the department's philosophy. The following sections illustrate the program s assessment plans and outcomes of the program's review. C:\Documents and Settings\lbenefie\Local Settings\Temporary Internet Files\Content.Outlook\W2Z5VB0Q\PR 2008 PT Self Study (2).docx 3

4 Components of the Program Review 1. Articulate the mission(s) and purpose(s) of the program(s) within the context of the institutional mission and the State Board of Education s and Florida Board of Governors strategic plans. The State University System (SUS) of Florida Board of Governors Strategic Plan was adopted in 2005 ( Specifically, the plan established a set of goals for the SUS. The goals focus on providing access, meeting workforce needs, and building academic excellence and research capacity. The plan includes 7 accountability measures for these stated goals. In accordance with this plan s accountability areas, FGCU s DPT program addresses area II, III, and V. Measurement Area II deals with increasing the number of degrees granted. The DPT program will increase the number of degrees conferred at the graduate level. Measurement Area III specifically targets the health professions and high demand areas. The DPT addresses both of these targets areas. Measurement Area V deals with licensure passage rates in critical areas. The DPT program addresses this by building on success in its master s level curriculum. All of these areas are in accordance with FGCU s mission. The Mission of the Program in Physical Therapy is congruent with both those of the College of Health Professions and Florida Gulf Coast University and has been developed based on the institutional and college mission. The Program in Physical Therapy Mission is as follows: Central to the mission of the Program in Physical Therapy and Human Performance are the mission and goals of Florida Gulf Coast University and the College of Health Professions. Reflective of this, the academic program is designed to meet the diverse needs of the college students of today and of the future. The program prepares students to enter contemporary practice in the field of physical therapy. Students become proficient in employing current sources of information as they relate to learning and evidence-based practice. Students develop into self-directed learners through the active learning format that characterizes the program skills that aid them in being resourceful scholars and clinicians. All students participate in a curriculum that focuses on the process of effective problem solving and scientific inquiry. Faculty provide scaffolding for higher learning, exposing students to the base of knowledge on which the professions are founded and facilitate student exploration of the validity of that knowledge base. Coursework requiring the student to use intellectual inquisitiveness builds a desire in each student for life long growth and learning. Psychomotor and decision-making skills are developed in the context of ethical, competent, compassionate and holistic client care. An integrated curriculum and community-based laboratories prepare students for autonomous practice. Students are encouraged to participate in a variety of service opportunities. Self-evaluation and reflection are the cornerstone of student evaluation. Through this process, students become proficient in identifying individual areas of strength and need. This enables each student to bring a strong foundation in self-assessment of learning and a repertoire of necessary tools to the process of guided periodic peer assessment, both formal and informal. Through collaborative learning and application of the review and evaluation process, students develop acceptance of and comfort with the development of the skills essential for peer assessment and review. Faculty contribute to the future development of the profession through teaching, scholarly activities and community and professional service. Faculty are committed to the continuous improvement of teaching and C:\Documents and Settings\lbenefie\Local Settings\Temporary Internet Files\Content.Outlook\W2Z5VB0Q\PR 2008 PT Self Study (2).docx 4

5 learning strategies and curriculum design, providing an environment that accommodates a variety of learning styles and fosters success. Professional and community service are valued and are modeled by the program faculty. Graduates of the program reflect the diverse backgrounds, experiences and interests of the community that the University serves. Through active participation in interdisciplinary coursework and community experiences, graduates are skilled in effective communication, facilitating teamwork and model leadership within their work environments and in their communities. All graduates are exposed to experiences that cultivate cultural awareness and sensitivity to age, gender and cultural diversity. Skilled, knowledgeable, self-directed, adaptable, and compassionate graduates are prepared to meet the needs of patients, clients, the profession, and the community as autonomous practitioners. The College of Health Professions Mission states the following: The College of Health Professions provides students with health professions education that is grounded in academic excellence, fosters critical thinking and ethical practice, and promotes interdisciplinary collaboration. Faculty in baccalaureate and graduate educational programs facilitate development of active learning, utilize multiple delivery systems, and cooperate with community partners to prepare competent and caring health professionals. The Mission of Florida Gulf Coast University provides an overarching philosophy with respect to its students and the importance of student learning in its broadest community sense: Established on the verge of the 21st century, Florida Gulf Coast University infuses the strengths of the traditional public university with innovation and learning-centered spirit, its chief aim being to fulfill the academic, cultural, social, and career expectations of its constituents. Outstanding faculty uphold challenging academic standards and balance research, scholarly activities, and service expectations with their central responsibilities of teaching and mentoring. Through these efforts, the faculty and University transform students lives and the southwest Florida region. Florida Gulf Coast University continuously pursues academic excellence, practices and promotes environmental sustainability, embraces diversity, nurtures community partnerships, values public service, encourages civic responsibility, cultivates habits of lifelong learning, and keeps the advancement of knowledge and pursuit of truth as noble ideals at the heart of the university s purpose. C:\Documents and Settings\lbenefie\Local Settings\Temporary Internet Files\Content.Outlook\W2Z5VB0Q\PR 2008 PT Self Study (2).docx 5

6 Since the initial program statements for the university, college and program were written within the same period of time, the congruency is high. In actuality, the transition to the DPT enables the program to better meet the mission of the university. One facet of the university s mission is to meet the needs of the local community. The program moving forward with the transition to the DPT will aid in meeting the needs of the students locally. Local students who have enrolled in our current program have tended to remain in the area following graduation and have begun to meet the local workforce needs, thus helping to meet the needs of the larger community. Development of such a practice-based doctorate is consistent with the long term planning in other colleges within the university, thereby reinforcing the mission of the university. The program Mission is reviewed annually by program faculty, and is updated when changes are made in the institutional and college mission statements. The Mission of the program in Physical Therapy is consistent also with the Mission of Physical Therapist Professional Education as articulated in The Normative Model of Physical Therapist Professional Education: Version 2004 (APTA, 2004). The program purpose, philosophy, and mission are interrelated, and articulate the faculty s basic beliefs about education and learning, the nature of people, and the role of the profession. The faculty find these basic beliefs to be consistent with the contemporary norms for the preparation of physical therapists as outlined in the Normative Model and the description of the scope of physical therapy practice as outlined in the Guide to Physical Therapist Practice. 2. Identify program goals/objectives, including expected outputs and outcomes. Specifically, identify and publicize expected student learning outcomes. The program goals, student learning outcomes, and FGCU Graduate Student Learning Outcomes are well publicized and are congruent. The plan for the assessment of the Doctorate in Physical Therapy Student Learning Outcomes is detailed (see page 31 of the DPT proposal in Appendix C). 3. Develop assessment systems to determine how well students are achieving those learning outcomes. The plan for the assessment of the Doctorate in Physical Therapy Student Learning Outcomes (see page 31 of the DPT proposal in Appendix C) integrates the goals, the process of the assessment of the goals, and how the data from assessment is used for continuous improvement. The reader is directed to the columns Graduate Student Learning Outcomes and Doctorate in Physical Therapy Student Learning Outcomes for more detail and specificity of goals. The specific behaviors to be measured can be found in the column, Planned Assessment/Performance Indicators. The instruments utilized and the benchmarks associated can be found in columns entitled Measures and Benchmarks. It is important to note that while the program is transitioning to the Doctor of Physical Therapy Degree, it remains an entry-level program and the learning expectations for students remain essentially unchanged. The student learning outcomes remained tied to the external standards of the Commission on Accreditation in Physical Therapy Education (CAPTE). C:\Documents and Settings\lbenefie\Local Settings\Temporary Internet Files\Content.Outlook\W2Z5VB0Q\PR 2008 PT Self Study (2).docx 6

7 4. Implement and/or modify the program(s) to achieve the articulated goals/objectives. The plan for the assessment of the Doctorate in Physical Therapy Student Learning Outcomes (see page 31 of the DPT proposal in Appendix C) integrates the goals, the process of the assessment of the goals, and how the data from assessment is used for continuous improvement. The column Planned Use of Data to Achieve Goal details how the data collected will be utilized by the program and the steps taken to modify the program based on the data collected. Based on feedback from external reviewers, no deficiencies in student learning outcomes have been noted. The Commission on Accreditation in Physical Therapy Education carefully examines all program and course level learning objectives. These are cross referenced with the contemporary norms for the preparation of physical therapists as outlined in the Normative Model and the description of the scope of physical therapy practice as outlined in the Guide to Physical Therapist Practice. 5. Collect data and information on actual outputs and outcomes. More specifically, the program continuously collects data. Many benchmarks are embedded in program coursework; however, additional instruments and processes are used to collect data and assess results. Additional instruments include the Clinical Performance Instrument as required by CAPTE, the Professional Behaviors Plan, student portfolios that include self and program advisor assessment components, and the Psychomotor Skills Log, a program measure for self assessment of entry-level physical therapy skills. 6. Analyze and have external expert(s) in the discipline analyze the data and information to determine how well articulated goals/objectives have been accomplished within the context of the mission. The program undergoes a rigorous review process by the Commission on Accreditation in Physical Therapy Education (CAPTE). This includes an in-depth Self-Study process that is implemented in the penultimate year of the program s accreditation (see the Self-Study Report in Appendix D). Also included in the penultimate year is an on-site visit, conducted by a team of reviewers who assess the program and make recommendations to the Commission on Accreditation in Physical Therapy Education. A decision on accreditation status occurs at the next meeting of the full Commission in either October or April following the on-site visit. The current program completed its most recent Self-Study in July Prior to the final submission to CAPTE, the self-study was reviewed internally at many levels of the university, including review by the following individuals: the Dean of CHP, the Provost and Vice-President of Academic Affairs, the Associate Provost in the Office of Planning and Institutional Performance, and the Associate Vice-President of Curriculum and Instruction. The visit by the On-Site Review Team of the Commission on Accreditation in Physical Therapy Education (CAPTE) occurred September 17-20, The On-Site Review Team report was very positive. 7. Specifically, analyze and have external expert(s) in the discipline analyze C:\Documents and Settings\lbenefie\Local Settings\Temporary Internet Files\Content.Outlook\W2Z5VB0Q\PR 2008 PT Self Study (2).docx 7

8 how well students are meeting expected learning outcomes, both as articulated by program personnel and as deemed appropriate in the discipline within the context of the individual institution s mission. The On-Site Review Team report is summarized with excerpts below: The program mission is to produce physical therapists who are reflective, self-aware, practitioners that are sensitive and aware of the communities in which they practice. The program s mission is congruent with that of the College of Health Professions and the university at large. The graduation and employment rates support that the curricular content meets the necessary standards of the evaluative criteria. Team s assessment of the overall quality of the program: graduates are professional with a clear vision of their professional responsibilities and where they are going to further build their professional expertise; the graduates are involved in their professional organization; students graduate as generalists who feel prepared to serve as a generalist, and prepared to seek out and develop advanced skills and expertise in areas of their choosing; graduates are highly sought out after by employers; and the curriculum incorporates multi-modal teaching strategies to deliver and assess competence in broad and varied patient case situations (On-Site Review Team Report, September 20, 2006). An additional important quality indicator of the current program is tied to the passing rate of its graduates on the national licensing examination. The cumulative 3-year pass rate of 93.3% is significantly above the CAPTE expectation of 80% pass rate. 8. Assess and have external expert(s) in the discipline assess the sufficiency of resources and support services to achieve the goals/objectives. When the Commission on Accreditation in Physical Therapy Education met April 25, 2007, the program s accreditation was fully reaffirmed with a shortened cycle (see the summary of Actions Letter in Appendix E). It was fully reaffirmed based on the program s overall compliance with the intent of CAPTE s Evaluative Criteria. The decision to reaffirm accreditation with a shortened cycle was the result of the Commission s concerns about institutional resources for the program over the next 10 years. It is of utmost significance to note that the necessary institutional resources and budget for the successful implementation of the DPT program have been fully committed by FGCU. The approval of the DPT proposal and the associated recently revised budget demonstrates a significant administrative commitment of financial support of the physical therapy program. While the institution has experienced significant budget cuts as a result of the state-wide budget crisis, the physical therapy program operating budget has been held harmless from any operating budget cuts, and an additional budget line has been created for equipment repair (see the PT Program Progress Report in Appendix F) for further details. 9. Identify and have external expert(s) in the discipline identify strengths, opportunities, and barriers that support or impede achievement of goals. C:\Documents and Settings\lbenefie\Local Settings\Temporary Internet Files\Content.Outlook\W2Z5VB0Q\PR 2008 PT Self Study (2).docx 8

9 The Summary of Action Report (Appendix E) details what the institution and program must do to demonstrate adequacy of resources and to remove any perceived barriers to successful implementation of the DPT program. Again, the university has committed significant resources to the program and held it harmless in a time of budgetary cuts at the State level. The overall strengths of the program are well documented above. 10. Review and have external expert(s) in the discipline review responses to recommendations from previous reviews. It is clear that the university has taken appropriate steps to demonstrate its commitment to the program. The approval of the DPT proposal and the associated recently revised budget demonstrates a significant administrative commitment of financial support of the physical therapy program and provides a response for the Commission s expressed concerns. 11. Generate and have external expert(s) in the discipline generate recommendations based on review findings. Based on CAPTE s request for a Program Progress Report, a report that provides a detailed response to their expressed concerns was completed and submitted during this Spring term (see the PT Program Progress Report in Appendix F). 12. Plan for continuous program improvement based on the results of the review. Due to ongoing needs to prepare for and respond to accreditation requirements and expectations, and as referenced above multiple times, this program undertakes assessment for continuous improvement on an ongoing basis. For example, accreditation Self-Study Reports and the complex process of ongoing curricular review demonstrate the program s commitment to reflective self-study for continuous improvement (see the Self Study Report in Appendix D Section 2, Table on page 122 for the extensive curricular review process). C:\Documents and Settings\lbenefie\Local Settings\Temporary Internet Files\Content.Outlook\W2Z5VB0Q\PR 2008 PT Self Study (2).docx 9

10 SELF-STUDY REPORT Florida Gulf Coast University Department of Physical Therapy and Human Performance July 2006 Prepared for: Commission on Accreditation in Physical Therapy Education American Physical Therapy Association 1111 North Fairfax Street Alexandria, Virginia (703)

11 PREFACE 1

12 EVALUATIVE CRITERIA FOR ACCREDITATION OF EDUCATION PROGRAMS FOR THE PREPARATION OF PHYSICAL THERAPISTS Supporting Documents to be included with the Self-study Report; should be appropriately referenced in the narrative or Appendices: Institutional Faculty Handbook(s) Institutional Student Handbook Financial Aid Brochure, if available Relevant Catalogs (Undergraduate and/or Graduate) Program Policies and Procedures Manual, if available Program Faculty Handbook(s), if available Program Student Handbook, if available Clinical Education Handbook, if available Student recruitment materials SECTION 1: INSTITUTION AND PROGRAM INTEGRITY AND CAPACITY Institutional Integrity and Capacity I-1. The sponsoring institution is authorized under applicable law or other acceptable authority to provide a program of post-secondary education and has been approved by appropriate authorities to provide the professional physical therapist education program. In addition, the sponsoring institution is accredited by a regional accrediting agency recognized by the US Department of Education (USDE) or by the Council for Higher Education Accreditation (CHEA). For programs accredited by CAPTE as of January 2006 in institutions that do not hold US regional accreditation, the institution is accredited by an agency recognized by USDE or by CHEA. For programs in institutions in other countries, the institution is recognized by the appropriate governmental agency. By an act of the State Legislature of the State of Florida in 1990, Florida Gulf Coast University (FGCU) was established in response to an identified need for an increased higher education presence in Southwest Florida. The University enrolled its first students in the Fall, FGCU was authorized by the then existing Florida State Board of Regents and the Florida State Legislature to provide undergraduate and graduate education in Southwest Florida. Now, Florida public universities are governed at the State level by the Board of Governors and by a local Board of Trustees. FGCU s primary service area is the fivecounty area surrounding Fort Myers, Florida, although students from across the nation and from nearly 70 countries come to the University to study. Upon initial establishment of the university, a program in physical therapy was included in the University ten-year plan outlined by the State Board of Regents. FGCU earned accreditation from the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) in June, This initial accreditation was retroactive to January 1, In order to remain accredited, FGCU, as with its peer institutions, is required by SACS to undergo periodic reaffirmation of accreditation. From , FGCU participated in the reaffirmation process, including demonstrating compliance with 72 Core Requirements, comprehensive Standards, and Federal requirements; and the development of the Quality Enhancement Plan (QEP), a major initiative designed to improve student learning through ongoing institutional assessment. Following an on-site visit in March, 2005, reaffirmation of accreditation was officially granted in December, 2005 through Please refer to the Florida Gulf coast University Institutional Details found on the SACS website: ( I-2. Institutional policies related to academic standards and to faculty roles and workload are applied to the program in a manner that recognizes the physical therapist education program as both a professional and an academic discipline. 2

13 Faculty governance issues fall under the purview of the Faculty Senate. Details of faculty governance can be found at Twenty percent of faculty are elected to represent their respective academic units on the Faculty Senate. Core Program faculty member Dr. Sharon Irish Bevins is the current Faculty Senate President and a full voting member of the FGCU Board of Trustees. FGCU faculty are very well represented and have a somewhat unusual level of participation at the University level through a model of shared governance. There are no significant committees, teams, or task forces that do not have elected faculty representation. Requests for faculty to serve on any task forces or committees come through the Faculty Senate. Standing teams/committees consist of numerous groups of elected faculty that address a variety of governance issues including curricular affairs; faculty affairs, including faculty performance evaluation and promotions; institutional affairs such as student assessment of instruction and parking fees; and technology. Academic faculty maintain full control of the curriculum, course grading, student progression and assessment of students academic and professional behavior performance. Conditions and terms of employment are addressed through the United Faculty of Florida (UFF) Collective Bargaining Agreement (CBA) located at Faculty workload and assignments as well as other conditions and terms of employment are addressed through the current contract (Article 9). At the program level, the department chair assigns teaching loads for individual faculty at levels consistent with the faculty in the college and across the university. There is no differentiation made for graduate and undergraduate teaching loads at Florida Gulf Coast University. Accommodation for the high ratio of contact hours versus credit hours is made in part through the workload formula utilized by the college. However, the contact hours required of a faculty member teaching in lab-based courses remains high. The program is also seeking to upgrade the ACCE line to 12- month. In addition, the program seeks to increase the position held by Dr. van Duijn from.5 FTE to a 1.0 FTE to provide appropriate workload release for the ACCE. All faculty are evaluated by the program chair annually in the areas of teaching, service, and scholarship. The timelines and criteria for annual evaluation and promotion are delineated in the Faculty Performance and Evaluation Document located at College level criteria, consistent with university criteria, are utilized by college Peer Review committees and the college Dean. Copies of the FPED and CBA are found on the Supporting Documents CD. Program Mission, Goals, and Expected Outcomes P-1. The mission of the program is written, congruent with those of the sponsoring institution and the unit(s) in which the program resides, and consistent with contemporary preparation of physical therapy professionals. The Mission of the Program in Physical Therapy is congruent with those of the College of Health Professions and Florida Gulf Coast University, and has been developed based on the institutional and college mission. Since the initial program statements for the university, college and program were written within the same period of time, the congruency is high. The program Mission is reviewed annually by program faculty, and is updated when changes are made in the institutional and college mission statements. 3

14 The Mission Statement of Florida Gulf Coast University is as follows: Established on the verge of the 21st century, Florida Gulf Coast University infuses the strengths of the traditional public university with innovation and learning-centered spirit, its chief aim being to fulfill the academic, cultural, social, and career expectations of its constituents. Outstanding faculty uphold challenging academic standards and balance research, scholarly activities, and service expectations with their central responsibilities of teaching and mentoring. Through these efforts, the faculty and University transform students lives and the southwest Florida region. Florida Gulf Coast University continuously pursues academic excellence, practices and promotes environmental sustainability, embraces diversity, nurtures community partnerships, values public service, encourages civic responsibility, cultivates habits of lifelong learning, and keeps the advancement of knowledge and pursuit of truth as noble ideals at the heart of the university s purpose. The Mission of the College of Health Professions is as follows: The College of Health Professions provides students with health professions education that is grounded in academic excellence, fosters critical thinking and ethical practice, and promotes interdisciplinary collaboration. Faculty in baccalaureate and graduate educational programs facilitate development of active learning, utilize multiple delivery systems, and cooperate with community partners to prepare competent and caring health professionals. The Statement of Purpose, the Program Philosophy, and the Mission Statement of the Program in Physical Therapy are as follows: Statement of Purpose: The purpose of the Department of Physical Therapy and Human Performance of Florida Gulf Coast University is to prepare ethical, knowledgeable, skilled and compassionate entry-level practitioners who are effective decision-makers and who understand and value their roles in the changing health care environment and in society. Program Philosophy: The Physical Therapy faculty believe learning flourishes in an environment where inquiry is modeled and fostered. Faculty create an atmosphere conducive to the exchange of information, ideas and skills. Learning is fostered in an environment that embraces diversity, mutual respect, and a sense of interdependence. Academic freedom and integrity are paramount to the mission of the Department. Learning is a process that has no beginning or end points. It requires active participation of both faculty and students where each values and respects the other s unique and diverse learning styles and experiences. Learning is rigorous and rewarding, leaving no one unchanged by the shared experience. Early learning occurs best in context and in an environment that nurtures personal and professional growth. This provides the best foundation on which more complex learning experiences are built. A physical therapy program should provide this necessary foundation through contextual learning experiences within the concurrent expectation that the student generalize learned material in new contexts within the community. Graduates of the physical therapy program must be mature, critical thinkers prepared for independent practice and leadership. They must anticipate ongoing changes in the health care environment and are prepared to respond to and promote appropriate change, ensuring a high level of care. Such necessary competence encompasses intellectual inquisitiveness, a commitment to lifelong learning, and skills and resources sufficient to cope with changes in physical therapy practice. 4

15 The faculty believe that graduates of an entry-level graduate program should gain experience in forging connections with the community while at the University. Ongoing connections with the community serve as a common thread, linking all student learning opportunities and experiences. Such a foundation insures the probability of lifelong learning and commitment to profession and community. Contemporary practice of physical therapy requires individuals who are responsive to the changes in health care and willing to be open to consistent review and renewal of their practice skills. The faculty facilitates the development of a generalist who is able to adapt to change in a variety of practice settings and integrate evidence-based knowledge and skills into practice. Mission Statement: Central to the mission of the Program in Physical Therapy and Human Performance are the mission and goals of Florida Gulf Coast University and the College of Health Professions. Reflective of this, the academic program is designed to meet the diverse needs of the college students of today and of the future. The program prepares students to enter contemporary practice in the field of physical therapy. Students become proficient in employing current sources of information as they relate to learning and evidencebased practice. Students develop into self-directed learners through the active learning format that characterizes the program skills that aid them in being resourceful scholars and clinicians. All students participate in a curriculum that focuses on the process of effective problem solving and scientific inquiry. Faculty provide scaffolding for higher learning, exposing students to the base of knowledge on which the professions are founded and facilitate student exploration of the validity of that knowledge base. Coursework requiring the student to use intellectual inquisitiveness builds a desire in each student for life long growth and learning. Psychomotor and decision-making skills are developed in the context of ethical, competent, compassionate and holistic client care. An integrated curriculum and community-based laboratories prepare students for autonomous practice. Students are encouraged to participate in a variety of service opportunities. Self-evaluation and reflection are the cornerstone of student evaluation. Through this process, students become proficient in identifying individual areas of strength and need. This enables each student to bring a strong foundation in self-assessment of learning and a repertoire of necessary tools to the process of guided periodic peer assessment, both formal and informal. Through collaborative learning and application of the review and evaluation process, students develop acceptance of and comfort with the development of the skills essential for peer assessment and review. Faculty contribute to the future development of the profession through teaching, scholarly activities and community and professional service. Faculty are committed to the continuous improvement of teaching and learning strategies and curriculum design, providing an environment that accommodates a variety of learning styles and fosters success. Professional and community service are valued and are modeled by the program faculty. Graduates of the program reflect the diverse backgrounds, experiences and interests of the community that the University serves. Through active participation in interdisciplinary coursework and community experiences, graduates are skilled in effective communication, facilitating teamwork and model leadership within their work environments and in their communities. All graduates are exposed to experiences that cultivate cultural awareness and sensitivity to age, gender and cultural diversity. Skilled, knowledgeable, self-directed, adaptable, and compassionate graduates are prepared to meet the needs of patients, clients, the profession, and the community as autonomous practitioners. The Mission of the program in Physical Therapy is consistent with the Mission of Physical Therapist Professional Education as articulated in The Normative Model of Physical Therapist Professional 5

16 Education: Version 2004 (APTA, 2004). The program purpose, philosophy, and mission are interrelated, and articulate the faculty s basic beliefs about education and learning, the nature of people, and the role of the profession. The faculty have reviewed these documents and have found these basic beliefs to be consistent with the contemporary norms for the preparation of physical therapists as outlined in the Normative Model and the description of the scope of physical therapy practice as outlined in the Guide to Physical Therapist Practice. P-2. The program has goals and expected program outcomes that are based on its mission and reflect the activities of the program, core faculty, and students. The goals of the Program in Physical Therapy were developed from the program philosophy, purpose and mission and are congruent with the University s Mission, Guiding Principals and Goals and College of Health Professions Mission and Goals. These documents collectively reflect an emphasis on academic excellence, service to the community and the profession, promotion of diverse teaching and learning methods emphasizing active learning, and respect for diversity. These themes form the foundation for the program goals as defined below. Program Goals We, as a Program faculty, strive to: prepare graduates for physical therapy practice in the 21 st Century. maximize student learning styles and the unique interests, background and talents of each student. foster an environment that promotes creativity, scholarship, and respect for diversity and caring for one another. advance the discipline of physical therapy within the community and health care. meet the needs of the community through formal and informal educational offerings and community service. contribute to the transformation of physical therapist education Faculty Goals Faculty will: 1. Continue to strive for excellence in the development, implementation, and assessment of most appropriate teaching and learning models, strategies and methods of delivery. 2. Be recognized for contributing to the body of knowledge of the profession by: contributing to the development of critically reflective knowledge about teaching and learning promoting student research and critical inquiry supporting the development of doctorally prepared faculty and their research agendas. 3. Collectively possess contemporary expertise in the field of physical therapy, and will model this expertise in clinical practice, scholarship and service activities. 4. Be recognized for community and professional service activities by investment in, leadership of, and promotion of the professional organization, promotion of local educational opportunities, and will demonstrate investment and visibility in the local community. 5. Demonstrate and mentor leadership in providing service to the institution in support of the university mission. 6

17 The expected program outcomes are defined as Student Learning Outcomes/Goals as follows: Student Learning Outcomes/Goals Graduates of the Program in Physical Therapy: 1. Model PROFESSIONAL BEHAVIORS that are consistent with professional excellence and the expectations of the profession and the consumer. Graduates: strive for and demonstrate professional excellence in all aspects of practice. develop creative solutions to problems, based on sound scientific knowledge and clinical decision making. assume responsibility for continued growth and commitment to the profession. exhibit an understanding and appreciation of diversity, showing compassion for all persons as globally minded clinicians. demonstrate a commitment to a client-centered philosophy of care. demonstrate confidence and pride in their roles as health care providers. respect the role of the Physical Therapist Assistant and other colleagues within health care. demonstrate leadership behaviors. accept the professional obligation to measure and evaluate effectiveness as part of their role. are proficient in using technology to independently seek and access information and resources. demonstrate professional and personal behaviors consistent with the American Physical Therapy Association Code of Ethics. employ initiative in seeking advanced training as part of becoming a life long learner. understand the role of aesthetic therapies in the holistic care of clients. exhibit each of the professional characteristics outlined in the Professional Behaviors Plan at a level expected of an entry-level graduate. 2. Practice utilizing PATIENT/CLIENT MANAGEMENT SKILLS consistent with contemporary practice. Graduates: work efficiently and effectively with a high volume of patients/clients. apply current research to practice. demonstrate entry-level competency and strive for mastery in clinical skills. utilize examination results to evaluate, formulate differential diagnoses, and complete the development of a plan of care. appropriately document all aspects of patient/client care. serve as case manager for patient/client-centered care. consistently motivate and encourage patients/clients. consistently utilize outcomes assessment measures to serve as a basis for improving care. individualize care based on patient/client needs and circumstances. 3. Experience areas of PERSONAL GROWTH necessary for the transition into becoming a professional. Graduates: are self-reflective, resourceful, and self-directed. 7

18 exercise and value self-identification of unique strengths. are accepting, flexible, and tolerant. demonstrate sensitivity to others needs and in interactions with others. 4. Recognize the importance of and pursue COMMUNITY INVOLVEMENT as part of his/her professional responsibility and civic engagement. Graduates: exhibit socially minded behaviors. initiate and carry out community-based learning and service projects. build linkages with their communities and accept and engage in service to the community as part of professional responsibility. participate in professional meetings. 5. Appropriately use and modify written, oral and non-verbal COMMUNICATION with clients, families and colleagues. Graduates: communicate effectively through verbal and non-verbal means and are willing to communicate with a variety of people in different situations. 6. Practice effectively and are able to respond to CHANGE within a dynamic health care environment. Graduates: welcome and gain insight from ongoing internal and external review. recognize and create opportunities for growth and realistic change. serve as change agents within the community and the settings in which they practice. P-3. The program utilizes a regular, formal process to determine whether the program mission, goals, and expected program outcomes are being met. A formal regular process is in place to determine whether the program mission, goals, and expected outcomes are being met. A formal review of the program mission is performed at the faculty retreat, which is held annually. This extensive review is based on a number of data sources, including: Faculty feedback Student evaluations FSBPT data regarding NPTE results Clinical instructor survey data Graduate survey data Employer survey data Annual student portfolio reviews Based upon this review, it is the opinion of the faculty that the program meets its stated mission. One area for ongoing improvement that has been identified is to implement methods of formative and summative student self-evaluation that leads to more meaningful outcomes. The Faculty Council performs an annual review of the Student Guidebook. This review includes review of program mission, goals, and outcomes based on the data sources listed above, and can result in curricular changes and/or changes to the program goals, outcomes, and/or mission statement as deemed appropriate by the council. This review can also result in changes to the policies, procedures and practices 8

19 of the program that contribute to meeting the mission, program goals, faculty goals, and student goals. The Program Goals Assessment Plan (see appendix P-3) is used to determine whether the program goals are being met. The program assessment plan outlines the components of how the program will use data related to the achievement of the Program goals to measure the program s effectiveness. The benchmark set for each measure indicates the tolerance point at which more detailed evaluation will occur, including potential program change. The results of this review indicate that the program goals are being met. Details of changes that have been made as a result of program goal assessment can be found in Appendix P-3. Areas for ongoing program improvement that were identified include the need for expansion of continuing education offerings to the local community, and the need for ongoing development of scholarly activities. The Faculty Goals Assessment Plan (see appendix P-3) is used to determine whether or not faculty goals are being met. The faculty goals assessment plan outlines the components of how the program will utilize the achievement of the faculty goals to measure the program s effectiveness. The benchmark set for each measure indicates the tolerance point at which more detailed evaluation will occur, including potential program change. The results from this ongoing assessment indicate that the faculty goals are being met, with the exception of FG 2. Areas identified as needing improvement include: the percentage of students that complete Thesis projects, the percentage of students that disseminate research results at state or national meetings, and the percentage of faculty who are doctorally prepared. Strategies to improve outcomes in these areas are listed in the Faculty Goals Assessment Plan. The Student Goals Assessment Plan (see appendix P-3) outlines the components of how the program will utilize student s achievement of student learning goals to measure the program s effectiveness. The benchmark set for each measure indicates the tolerance point at which more detailed evaluation will occur, including potential program change. The results of this assessment process of the outcomes related to program graduates indicates that the program produces quality graduates who are strong problemsolvers and independent thinkers, who are prepared for contemporary practice. They are highly employable, thus fulfilling the need of the local and regional clinical community (see CO 1-4 for more detailed analysis). Review of program outcomes is an ongoing process. This process includes presentation of data as it becomes available to the Faculty Council at the bi-weekly Council meeting. Examples of this ongoing review are: The ACCE provides a clinic update that includes CI/CCCE and student feedback at each Faculty Council meeting FSBPT data is disseminated as it becomes available by the program Chair Faculty discussion of student performance in ongoing courses When changes occur in the profession This ongoing review allows the Faculty Council to take immediate action to address issues that arise between the annual and tri-annual formal review processes. Data from the various assessment tools, as well as faculty meeting minutes will be available during the on-site visit. 9