CURRICULUM DESIGN IN PHYSICAL THERAPIST

ASSISTANT EDUCATION

Mary Kay Solon, PT, MS

Faculty Development Workshop

University of Indianapolis

May 18, 2013

Objectives

Upon completion of this session, the participant will be able to:

Describe how a curricular plan is grounded in the mission, philosophy, goals and objectives of the program.

Describe how educational theory influences curricular decisions.

Draw from contemporary educational theories when making curricular decisions.

Create a curricular plan that is comprehensive and is structured in and organized in an integrated fashion.

Discuss how to select instructional activities and assessment methods to support program and course objectives.

Discuss the connection between assessment of student learning and program assessment.

Factors Influencing PTA Education Health Care System American cultural expectations

regarding health care Contemporary issues in higher

education Evolution of the physical therapy

profession Others??

Some Data on PTA Educational Programs (CAPTE Fact Sheet April, 2012)

348 new (68) and developing (280)

programs

Typical PTA Program

Public Institution (72.5% in 2012; was higher: 82% in 2007)

~ 80% in 2-year institutions (was about 70% in 2007) WHY??

Mean class size: 28 for public and private (2011)

In 2010 it was 26/42 for public/private

What Else Do We Know About PTA Education Programs

93.1% 1st time pass rate on NPTE (source: FSBPT 4/13)

97.3% Employment Rate at 6 Months Post Licensure (2011)

77% have 2 year integrated curriculum

3 FTE core faculty plus 1.5 adjunct per program (2010)

46% of programs use the traditional curricular model

What does this mean for you? What responsibilities were you

anticipating?

What responsibilities surprised you?

What are your personal expectations for yourself?

Curriculum Design

Curriculum – from the Latin word currer: the course to be run (1)

Merriam Webster: a set of courses constituting an area of specialization(2)

Design – a mental project or scheme in which means to an end are laid down; a preliminary sketch or outline showing the main features of something to be executed (2)

CAPTE Criteria 3 PreambleA curriculum is a plan for learning, designed by the faculty in consultation with practitioners and members of the communities of interest, to achieve stated educational goals and objectives. The curriculum sets forth the knowledge, skills, attitudes, and values needed by the graduate to achieve these goals. The curriculum is founded on sound educational principles, current learning theories, and values of the institution and the faculty.

The curriculum for the preparation of the physical therapist assistant culminates in an associate degree and is designed and implemented to prepare graduates to work under the direction and supervision of the physical therapist. Depending upon the curricular model utilized, the physical therapist assistant degree program includes a general education component or elements of general education in concert with the physical therapy technical education course work.

What Resources should We Use? Evaluative Criteria for PTA Education

Program A Normative Model of Physical Therapist

Assistant Education: Version 2007 The Guide To Physical Therapist

Practice

Evaluative Criteria

PTA Programs American Physical Therapy Association

1111 North Fairfax Street

Alexandria, Virginia 22314

accreditation@apta.org / www.capteonline.org

Last updated: 5/22/2012

Step # 1

Determine the philosophical orientation What is the purpose of the curriculum?

Philosophical Orientation

Why are you teaching what you are teaching?

What is the aim of the curriculum?

Group work: take 4 – 5 minutes to answer these questions.

Philosophical Orientation

Cognitive Processing-ReasoningFocuses on:

○ Teaching student to develop and refine their intellectual processes.

○ The how rather than the what.Faculty identify the cognitive processes that

are needed to work as a PTA.Problem-Based Learning

Philosophical Orientation

Academic RationalismFocuses on:

○ traditional areas of study representative of significant ideas within the field.

○ history and the formulation of universal principles and philosophical, scientific and artistic concepts.

○ theory more than practical application.

Philosophical Orientation

TechnologyFocuses on:

○ Practical or technical behaviors.○ Information with clear right and wrong

answers.anatomysteps in a safe/proper w/c transfer

Has behavioral objectives the student is to master.

PTA education is most aligned with a technology philosophy.

Philosophical Orientation

Social adaptationFocuses on:

○ Knowledge and skills students need to function in today’s world.

○ Information and skills that are needed to immediately fill needs of practice areas.

• Social reconstructionFocuses on:

○ Identifying the changing composition and projected needs of society and the skills needed in the future.

Philosophical Orientation

Personal RelevanceFocuses on:

○ What is personally relevant to the student.Teacher and student jointly plan educational

experiences that are meaningful to the student.

Philosophical Orientation

Cognitive reasoning process

Academic Rationalism

Technology

Social Adaptation

Social Reconstruction

Personal Relevance

Learning Theories

BehaviorismThe process of learning involves rewarding

correct behavior until the behavior is consistently demonstrated.

Learning Theories

Gestalt- Problem Solving ExperienceBelieve that people experience and organize

the world in meaningful patterns or contexts.Students need a framework for information

so that it “makes sense.”Students need to be actively involved in and

have experience from which they can learn.

Learning Theories

Piaget and Cognitive StructureIndividuals learn through different stages of

development.Higher-order cognitive abilities build on

lower-order cognitive abilities.The following is the hierarchy:

○ Facts○ Concepts○ Principles○ Problem solving

Learning Theories

Behaviorism

Piaget and Cognitive Structure

Gestalt Problem Solving

Experience

Domains of Learning

Cognitive Psychomotor Affective

Cognitive

Psychomotor

Affective

Student Learning Styles

Learning Styles

Concrete Experiences

Reflective Observation

Abstract Conceptualization

Active Experimentation

CAPTE Evaluative Criteria 3.3.1.

The physical therapist assistant curriculum includes, or its prerequisites include, elements of general education, including basic sciences that include biological, physical, physiological, and anatomical principles, and applied physical therapy science. The course work is designed to prepare the student to think independently, to clarify values, to understand fundamental theory, and to develop critical thinking and communication skills.

CAPTE Evaluative Criteria 3.3.2.

The technical education component of the curriculum includes learning experiences to prepare the entry-level physical therapist assistant to work under the direction and supervision of the physical therapist. Courses within the curriculum include content designed to prepare program graduates to meet the described performance expectations.

Curriculum Design PrinciplesLearning experiences and strategies (including goals and content):

Model commitment to the needs and preferences of the patient as the first priority.

Include clinical experiences that are structured to achieve outcomes and added value for the patient and learners.

Are evidenced based and promote the use of research findings.Based on problems situated in real clinical contexts.Are learner-centered.Emphasize continuous improvement through assessment of students and

educational programs.Have goals and objectives that are clear to learners, faculty and other

participants.Promote collaborative problem-solving through collaborative teamwork.Utilize state of the art technology and educational strategies.

Curricular Philosophy

Group activity: take five minutes to determine the philosophical orientation that will help guide your curricular decisions.

Curriculum Development Model

Recommended Curriculum

CAPTE Evaluative Criteria, PTA NM, FSBPT Analysis of Practice

Planned Curriculum (Plan of Study)

Enacted Curriculum

Learned (Assessed ) Curriculum (Written/practical exams, NPTE)

Step # 2

Determine the program’sMission GoalsObjectives

Curriculum DevelopmentStarting with the end in mind….

Objectives

Goals

Mission

Program Mission

Global descriptions of the program Developed by representatives of all stakeholders Consistent with the institution’s mission Should stand the test of time Example: “ … the mission of the PTA Program

is to graduate well-educated, competent, caring, quality-oriented PTAs…”

Program Goals

Broad Educational Objectives Collectively describe the curriculum. Reflect mission and philosophy. Example: “Demonstrate competence in

the cognitive, psychomotor and affective processes necessary to provide physical therapy services under the direction and supervision of a physical therapist.”

Program Objectives More specific Define what the learners will be able to do May reflect themes like safety, duty, caring, etc. Should be measurable Should form the foundation for assessing

performance outcomes Example: “Upon completion of the program, the

graduate will be able to implement directed interventions to achieve long and short-term goals identified in the plan of care.”

CAPTE Evaluative Criteria 3.2

The curriculum plan is documented, is comprehensive, incorporates the philosophy, mission, and goals of the program, and prepares students for their role as physical therapist assistants to work under the direction and supervision of physical therapists.

CAPTE Evaluative Criteria 3.2 Narrative

Describe how the curriculum plan is grounded in the mission, philosophy, goals, objectives, and expected student outcomes of the program.

Provide examples of how the curriculum plan is grounded in the mission, philosophy, goals, objectives, and expected student outcomes of the program.

Describe how the curriculum plan is based on sound educational theory and principles and the nature of contemporary physical therapy practice.

Provide examples of how the curriculum plan is based on sound educational theory and principles and the nature of contemporary physical therapy practice.

Describe how the curriculum plan is reflective of recognized standards of practice of the profession, including the APTA Standards of Ethical Conduct for the Physical Therapist Assistant.

Provide examples of how the curriculum plan is reflective of recognized standards of practice of the profession, including the APTA Standards of Ethical Conduct for the Physical Therapist Assistant.

A Look at Your Curriculum Group Activity

How well do the mission and goals reflect the program philosophy?

How well do the program objectives flow from the mission and goals?

Does the program appear to be supported by sound educational theories?

Step #3

Determine your program structure.

Organizing and Sequencing the Curriculum

Most PTA Programs are traditionalBasic Sciences to clinical sciences to

physical therapy sciences46%

Or HybridCombo of traditional, modified problem-

based , systems-based, case-based, Guide-based

39%

Things to Think About

How can the content be divided?General education coursesPTA coursesIndependent study courses

What does the entry-level PTA really need to know/do?

How can the curriculum be structured to help the student learn how to “think like a PTA?”

How can the curriculum be structured to link classroom activities and objectives with clinical education experiences?

Techniques for Organizing Curricular Content Write content Areas on

Index Cards

Group similar content cards together

Organize groups of cards to be introduced together Courses Units in Courses

Sequence Groups of Cards in plan of Study

Matrix Primary Content Intro to Ther. Ther. Clinical

PTA Procedures Ex. Ed. I

Communication X X X X

Patient Rights X X X X

Ultrasound X X

Gait Training X X

Motor Learning X X

Strengthening X X

Consider Using the Course Objectives and Outcomes Form Was a CAPTE required document Includes all areas of the curriculum as

identified in Section3 of the Evaluative Criteria

Helps track integration of content Provides opportunity to track

assessment of content as well Example:

www.sf.edu/ptaaccreditation

Step # 4

Course designQuestions??What’s next??

CAPTE

3.2.4. The implemented curriculum plan utilizes appropriate instructional methodology.

3.2.5. The program faculty utilize a variety of effective methods to measure students’ achievement of the objectives.

Course Design

Either Or

Course Objectives

Instructional Activities

Assessment Methods

Course Objectives

Assessment Methods

Instructional Activities

Course Design by Taxonomic Domain

COURSE DESIGN BY TAXONOMIC DOMAIN

Instructional

Objective

Learning

Activity

Assessment

Method

What is Assessment?

“Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.”

Palomba and Banta, 1999

Purpose of Students Learning Outcomes Assessment

To communicate to ourselves:What we intended for students to learn.The content and sequence of learning.Whether students have gained appropriate

○ skills○ attitudes○ and/or knowledge.

How successful a learning activity has been.

Purpose of Students Learning Outcomes Assessment

To communicate to students what we

intend for them to learn:So they can organize their efforts toward

accomplishing the desired behavior.So they can assess their own performance.

Purpose of Students Learning Outcomes Assessment

To communicate to other interested parties including the professional community, accrediting agencies and the publicThe purpose and degree of success of our

activities.Our commitment to engage in the process of

improvement.

Assessment of Learning Outcomes

Learning outcomes provide the basis for assessing whether or not students completing your program have attained the agreed upon outcomes.

The program has to organize itself in such a way that educational outcomes are captured at various points in time.

Assessment results provide information to support program improvement.

Curricular Cycle

Needs Assessment

Design

ImplementationOutcome

Assessment

Curricular Design (8)

Goals for students: What do you want them to know and be able to do at the end of the semester? How will the course build on where students started and help them move through the rest of the curriculum?

Authentic assignments: What assignments will allow students to reach those goals and develop skills that are enduring?

Curricular Design

Relevant course content: Once the course goals are more clear, content choices become less about what needs to be covered and more about what students need to develop a coherent understanding of the topic.

Feedback and assessment: How will you know that students have reached these goals? How will you incorporate feedback opportunities within the course beyond the usual mid-term or final?

In the Classroom: Principles of Learning and Motivation

Students are more likely to:be motivated to learn things that are

meaningful to them. learn something new if they have all the

prerequisites.acquire new behaviors if they are presented

with a model performance to watch and imitate.

In the Classroom: Principles of Learning and Motivation

Students are more likely to learnif the presentation is structured so that the

instructor's messages are open to the student.if their attention is attracted by relatively novel

presentations.if they take an active part in the practice geared

to reach the objective.if the practice is scheduled in short sessions

distributed over time.

In the Classroom: Principles of Learning and Motivation

Students are more likely to:learn if the instructional prompts are

withdrawn gradually.continue learning if instructional conditions

are made pleasant.

References1. Shepard,KF, Jensen GM. Handbook of Teaching for Physical Therapists, 2nd ed. Butterworth

Heinemann, 2002.

2. Merriam Webster online http://www.merriam-webster.com/dictionary/

accessed 6-12-12.

3. American Physical Therapy Association, Evaluative Criteria for Accreditation of PTA

Programs (5-22-12)

4. A Normative Model of Physical Therapist Assistant Education: Version 2007;

APTA; Alexandria, VA; 2007. http://www.capteonline.org/uploadedFiles/CAPTEorg/About_CAPTE/Resources/Accreditation_Handbook/EvaluativeCriteria_PTA.pdf

5. Crosier J, McKnight R. Topics in Education for PTA Faculty: A Pre-Conference Worship at

APTA Annual Conference, 2007.

6. Palomba, CA, Banta, TW; 1999 Jossey-Bass Publishers San Francisco

7. Curricular Design and Development, Judy McKimm MBA, MA (Ed), BA (Hons), Cert Ed, ILTM,

Head of Curriculum Development, School of Medicine, Imperial College Centre for Educational

Development, Web-based resource, 2003.

8. Center for New Design and Learning at https://cndls.georgetown.edu/

9. Van Hoozer HL. The Teaching Process Theory and Practice n Nursing, paperback, 1994.

10. Banta TW, Jones EA and Black KE. Designing Effective Assessment: Principles and Profiles of

Good Practice, Jossey-Bass, San Francisco, 2009.