University of Montana School of Physical Therapy and ...

University of Montana School of Physical Therapy

and Rehabilitation Science 2020 Assessment Report

All areas shaded in gray are to be completed by the department/program. This document will be posted online and must be accessible electronically (including appendices).

MISSION STATEMENT

The Physical Therapy Educational Program at the University of Montana has the primary mission of educating

students to become proficient entry level physical therapists who practice as effective members of health care teams

to serve people across the lifespan. To this end, students are prepared to become providers of patient care and to

fulfill the entry-level roles of administration, supervision, instruction, scholarship/research, and consultation.

Graduates will demonstrate analytical thinking, reflective reasoning, and a broad base of professional knowledge and

skills consistent with autonomous practice. Graduates will use effective verbal and non-verbal communication skills

and apply the results of scientific research, clinical expertise, and patient values in their professional practice. The

academic and clinical faculty will foster humaneness and compassion, professional and ethical behaviors, life-long

learning, and cultural sensitivity. The faculty will provide service and leadership to the physical therapy profession at

the University, State, National, and International levels. The clinical and scientific base of physical therapy and

medical knowledge will be enhanced through creative and scholarly activities.

DEPARTMENT ALIGNMENT WITH PRIORITIES FOR ACTION

After listing each departmental objective, indicate which of the five Priorities for Action the objective supports. In this section,

you may also briefly describe any innovative or noteworthy programs/initiatives that support the Priorities for Action.

1. To annually admit a full class (n=36) of high-quality applicants who are well equipped to become entry-level physical

therapists. (Priority 1: Place student success at the center of all we do).

2. To retain and graduate >95% of our admitted students. (Priority 1: Place student success at the center of all we do).

3. To maintain and support a faculty of physical therapy educators, researchers and clinicians who are effective in their

designated roles and committed to the mission of the school. (Priority 2: Drive excellence and innovation in teaching,

learning, and research; Priority 3: Embody the principle of “mission first, people always") 4. To serve as a resource for physical therapy clients, local, regional and national physical therapists, and the public to

enhance the practice of physical therapy, the promotion of health and wellness and understanding of rehabilitation

science. (Priority 4: Partner with place) 5. To sustain a financially viable clinical practice that provides physical therapy and wellness services to our local

community, an educational experience for our students, an environment for clinical research and a resource for local

clinicians. (Priority 1: Place student success at the center of all we do; Priority 2: Drive excellence and innovation in

teaching, learning, and research; Priority 4: Partner with place) 6. To deliver a curriculum that produces entry-level clinicians who engage as autonomous practitioners with the

knowledge, skill and affective behaviors necessary to participate effectively in healthcare teams within a dynamic and

evidence-based healthcare environment. (Priority 1: Place student success at the center of all we do; Priority 2: Drive

excellence and innovation in teaching, learning, and research; Priority 3: Embody the principle of “mission first, people

always")

http://www.umt.edu/accessibility/getstarted/

http://www.umt.edu/president/strategicinitiatives/priorities-for-action.php

a. To prepare entry level PTs who will effectively, efficiently, and examine, evaluate, determine diagnosis and

prognosis, implement a plan of care, and direct and deliver physical therapy interventions for patients/clients

with movement dysfunction across the lifespan.

b. To prepare entry level PTs who will interact with all individuals consistent with the APTA's Core Values

(accountability, altruism, caring/compassion, excellence, integrity, professional duty, social responsibility).

c. To prepare entry level PTs who will demonstrate effective clinical decision-making skills including clinical

reasoning, clinical judgment, and reflective practice incorporating the principles of evidence-based medicine.

d. To prepare entry-level PTs to provide effective practice management skills. (administration, supervision /

delegation, instruction, referral when appropriate, provide consultation)

e. To develop active learners who are prepared to engage in life-long learning.

f. To graduate entry-level PTs who promote principles of health, wellness and prevention.

7. To develop service minded individuals who engage altruistically for the better of our communities locally, regionally,

nationally and abroad. (Priority 1: Place student success at the center of all we do; Priority 2: Drive excellence and

innovation in teaching, learning, and research; Priority 4: Partner with place.)

8. To graduate leaders who can promote excellence in our profession and around the world. (Priority 1: Place student

success at the center of all we do; Priority 2: Drive excellence and innovation in teaching, learning, and research;

Priority 4: Partner with place.)

STUDENT LEARNING GOALS and MEASUREMENT TOOLS

Student Learning Goals <Measurement Tool>

<Measurement Tool>

<Measurement Tool>

<Measurement Tool>

<Measurement Tool>

1. Students will engage as

autonomous practitioners with

the knowledge, skill and

affective behaviors necessary

to participate effectively in

healthcare teams within a

dynamic healthcare

environment.

Licensing Board Pass

Rates

Employer and Graduate surveys

Clinical Assessment

Tool (student self – assessment

and Supervisor assessment)

Curricular thread

performance (grades)

Course eval forms and

“Chat with the Chair” forums

a. Students will

demonstrate

knowledge in the

foundational and

clinical sciences.


Rates


Clinical Assessment



Curricular thread




b. Students will interact

with all individuals

consistent with the

APTA's Core Values

(accountability,

altruism,

caring/compassion,

excellence, integrity,

professional duty,

social responsibility).


Rates


Clinical Assessment



Curricular thread




c. Students will

demonstrate effective

clinical decision-

making skills

including clinical

reasoning, clinical

judgment, and

reflective practice

incorporating the


Rates


Clinical Assessment



Curricular thread




Student Learning Goals <Measurement Tool>

<Measurement Tool>

<Measurement Tool>

<Measurement Tool>

<Measurement Tool>

principles of evidence

based practice.

d. Students will provide

effective practice

management skills.

(administration,

supervision /

delegation, instruction,

referral when

appropriate, provide

consultation)


Rates


Clinical Assessment



Curricular thread




e. Students will be active

learners who are

prepared to engage in

life-long learning.


Rates


Clinical Assessment



Curricular thread




f. Students will promote

principles of health,

wellness and

prevention.


Rates


Clinical Assessment



Curricular thread




RESULTS and MODIFICATIONS

Learning Goal results Modifications made to enhance learning

Mean Graduation rate for the past 5-years: 99.5% (2017: 100%, 2018: 100%, 2019: 97.5%, 2020: 100%)

In the past 5-years, we have bolstered our student-advisor relationship to continue to ensure our excellent student retention rates. In addition, the Chair of our program meets monthly with each class to collect regular, ongoing feedback on our program to make program modifications during the academic year. We find this process results in an enhanced student voice, ensuring that student concerns are addressed immediately. We regularly share these results with our current students, prospective students, and graduates via presentations, our website, and our newsletter.

Mean National Physical Therapy Licensure Exam pass rate for the past 5-years: 100%.

We continually update our curriculum based on updated evidence-based Clinical Practice Guidelines for specific diagnoses to ensure our students receive instruction on contemporary best practices for patient care. Further, we are in full compliance with our accrediting body (CAPTE) accreditation standards and elements and we use these areas to drive continual development of our curricular foundations. We regularly share these results with our current students, prospective students, and graduates via presentations, our website, and our newsletter.

Mean job placement rate for the past 5-years: 100% To continue to ensure the employability and financial health of our graduates, we have added instruction on interview skills, resume and cover letter writing, networking, and financial literacy. To meet this need, we

Learning Goal results Modifications made to enhance learning

host guest speakers, including those from UM Writing Center and Career Services, as well as physical therapy industry experts. We collect job placement data on our graduates as part of a CAPTE requirement. We share these data with our current students, prospective students, and graduates via presentations, our website, and our newsletter.

Student outcomes by curricular content have been positive (course evaluations, graduate, and employer surveys) with the exception of two areas in our most recent alumni survey: Cardiopulmonary (62.5% rate as “below entry level:” and Exercise Physiology (50% of alumni rate their skills as “below entry level”). Otherwise, greater than 85% of all students rate the quality of instruction as meeting and/or exceeding expectations (as determined by their exit outcome survey data - graduate survey. Please see Appendix).

We added greater expertise in our exercise physiology and cardiopulmonary instruction by adding adjunct instruction from a content expert in these areas. To meet these needs in 2021 and beyond, we are currently conducting a faculty search to fill our departmental needs to substantially bolster our Exercise Physiology instructional quality. We have added an adjunct instructor who is a nationally renowned instructor in cardiopulmonary physical therapy care and she is a board certified cardiopulmonary clinical specialist. We use our graduate surveys to drive our continued quality improvement program, led by our Curriculum committee. Any individual skill identified by >25% of our graduates as being taught at less than “meets expectations” e.g., lacking sufficient rigor or quality, an immediate action plan is put in place. Specifically, responsible faculty are required to submit a full analysis of the identified item/skill, including an action plan to improve the quality of instruction. Please see appendix for example action plan.

39.3% and 42.9% of 2020 graduates listed “Pelvic Floor rehabilitation” and “Treatment of Musculoskeletal dysfunction inf the obstetric patient” as below expectations.

Our program has identified this as an area of concern at the end of the 2019-2020 academic year. As such, we hired a board-certified clinical specialist in pelvic floor rehabilitation to lead our 2020-2021 instruction in these identified areas. Until this year, these areas of content were taught nested within two other courses in our curriculum. Beginning in 2021, all UM Physical Therapy students are required to take a new 2 credit hour course that we created, “PT-533: Pelvic Health Physical Therapy” that will be taught by our board-certified clinical specialist in pelvic floor rehabilitation.

We sought to better develop service-minded students to

improve their ability to better our communities locally while

engaging in interprofessional education, we added Alternative

Clinical Experiences (ACE). ACE experiences provide

students with the opportunities to practice volunteerism in the

Missoula-community and Western Montana to improve

interprofessional education and community outreach to

improve the health and wellness of others.

Students are each currently completing at least 30 hours of ACE experiences per academic year.

In our most recent CAPTE annual report, we reported only 9

students who identified as a minority out of 103 students

enrolled.

Our low minority enrollment rate is not unique to Montana; the American Physical Therapy Association has identified minority recruitment as a key initiative. Still, our rate of minority enrollment is especially low. As such, we will form a UMPT working group to work with the Graduate School to improve minority recruitment efforts.

FUTURE PLANS FOR CONTINUED ASSESSMENT

We rely on three areas to continually assess our learning outcomes and faculty development: 1) faculty annual

planning document; 2) student, graduate, and alumni surveys; and 3) annual accreditation report.

The Faculty Annual planning document (appendix) is used to explicate the annual plans and expectations for each

faculty member as created by the individual faculty member and the Chair. These forms will be used to stimulate

dialogue around individual goals and their relation to School, College and University mission. The outcomes of the

discussion will be captured on the forms and subsequently will help shape the individual faculty member’s role in

curricular change and/or growth as needed, as well as identifying needed resources to support faculty development.

It is the departmental expectation that this form is included in the IPR for FEC review to help facilitate communication

and add transparency to the process.

Student, graduate and alumni surveys (appendix) are used to assess teaching effectiveness, to determine if our

curriculum is preparing new clinicians for the ever-changing workforce, while determining areas of strength and

areas that require greater attention in our curriculum. Our curriculum meeting meets monthly to review these

surveys. Any individual skill that is identified by >25% of our graduates as being taught at less than “meets

expectations” e.g., lacking sufficient rigor or quality, an immediate action plan is put in place. Specifically, responsible

faculty are required to submit a full analysis of the identified item/skill, including an action plan to improve the quality

of instruction.

Lastly, our accrediting body, CAPTE, requires an annual accreditation report. In formulating this report, we assess

our research and grant productivity, teaching effectiveness, resource allocation by the university, student learning

and graduation outcomes, and job placement rates. This report is due in December of each year and provides a

comprehensive review of our program, with actionable data, such as prospective student application rates, minority

enrollment, and readily identifies any negative changes in our general fund budget that may adversely affect student

learning outcomes.

APPENDICIES

1. 2020 Annual Report to our accrediting body, Commission on Accreditation in Physical Therapy Education

(CAPTE).

2. Performance Assessment System Evaluation Tool for Clinical Internships

3. Annual Faculty planning and review document

4. Most recent UMPT Alumni survey results

5. Most recent UMPT Graduate Survey results

6. Example action plan to address identified area of our curriculum that was rated by more than 25% of our

graduates as less than “meets expectation”.

2020 Annual Report - The University of Montana - Missoula - PT

Confirmation of Contact and Other Information

1.1. Verify that the following URL is correct and points directly to theprogram's accreditation statement. If not, replace with corrected URLbefore moving to question 1.2

https://health.umt.edu/physicaltherapy/current-

students/default.php

1.1b. Verify that the following URL is correct and points directly to theprogram's main web page. If not, replace with corrected URL beforemoving to question 1.2

http://www.health.umt.edu/physicaltherapy/

1.2. Is the information on the program's contact info page on the CAPTEPortal correct? If NO, e-mail correct information to [email protected]

Yes

1.2b. Do you grant permission for CAPTE to share select data from thisreport (as described in the AAR instructions) with ACAPT (AmericanCouncil of Academic Physical Therapy)?

Yes

Degree To Be Awarded

1.3. Is a cohort of students scheduled to graduate in 2020? Yes

1.4. Month/Year that the graduating Class of 2020 is scheduled tograduate:

05/2020

Program Length

2.1. Overall format (pre-professional years + professional years) of theprogram (e.g., 3 + 2.5/2.8, 3 + 3, 4 + 2, 4 + 3, etc.):

2.1a. Enter the format experienced by all or the majority of students whoenter the program:

3 + 2.5/2.8

2.1b. Does the program have an alternate format? No

2.1c. If Yes, what is the alternate format?

2.1d. If Yes, what percent of students in the graduating Class of 2020enrolled in the program through the alternate format?

2.2. The institutional academic calendar is based on: Semester

2.3. Number of terms (semesters, quarters, trimesters) required forcompletion of the professional/technical phase of the program:

8

2.4. Total length of the professional/technical program in weeks: 112

2.5. Number of CREDITS required for completion of the program:

2.5a. Pre-professional phase: 120

2.5b. Professional phase - Classroom/Laboratory courses (includingindependent study courses, distance learning courses, etc.):

91

2.5c. Professional phase - Clinical Education courses: 27

2.6. Length of full-time clinical education:

2.6a. Total number of weeks spent in FULL-TIME (35 or more hours perweek) clinical education:

26

2.6b. Length (in weeks) of the terminal clinical education experience(s): 10

Scheduling Format and Curriculum Model

3.1. Indicate which one of the following most closely describes thecurriculum model:

Hybrid

PT AAR https://capteportal.capteonline.org/Pages/AnnualReport/DownloadableR...

1 of 18 12/1/2020, 10:48 AM

Appendix 1: 2020 Annual Report to our accrediting body, Commission on Accreditation in Physical Therapy Education

Cost to Student

4.1. Indicate the ANNUAL TUITION for a full-time student enrolled in the professional phase of theprogram, utilizing September 1 through August 31 timeframe to calculate the annual tuition; enter 0 ifnot applicable:

4.1a. Public institution, in-state student: $17,100.00

4.1b. Public institution, out-of state student: $45,527.00

4.1c. Private institution: $0.00

4.2. Indicate the annual institutional fees for a full-time student enrolled inthe program:

$6,492.00

4.3. Indicate the total cost of other program-related expenses: $360.00

4.4. Indicate the total cost of the program for students scheduled to graduate in 2020:

4.4a. Public institution, in-state student: $46,318.00

4.4b. Public institution, out-of state student: $116,438.00

4.4c. Private institution: $0.00

Program Budget

5.1. Is this an AAR for an Expansion program? Yes/No If No, skip toquestion 5.2.

No

5.1a. Does the expansion program have a separate budget? Yes/No If Yes,continue with 5.2. If No, skip to question 6.1.

5.2. Has there been a decrease (10% or more) in the past year in the totalprogram budgeted salary expenses (excluding benefits)?

No

5.2a. Has there been a decrease (25% or more) in the past three years inthe total program budgeted salary expenses (excluding benefits)?

No

5.2b. If Yes, indicate the impact of the change on the program:

5.2c. If Yes, describe the change, the reason for the change and the effect of the change. If theimpact is adverse, describe the program's response to the change:

5.3. Has there been a decrease (10% or more) in the past year in the totalprogram budgeted operating expenses (excluding salary and benefits)?

No

5.3a. Has there been a decrease (25% or more) in the past three years inthe total program budgeted operating expenses (excluding salary andbenefits)?

No

5.3b. If Yes to either 5.3 or 5.3a, indicate the impact of the change on theprogram:


50/50 Faculty Rule

6.1 What is the number of full-time or part-time CORE faculty who haveacademic doctoral degree?

7

6.2 What is the total number of full-time or part-time CORE faculty? 11

6.2a Percentage of full-time or part-time CORE faculty that have academicdoctoral degrees:

63.6400000000

6.2b If percentage is below 50%, describe processes for coming intocompliance.

Space Allocation

7.1a. Has there been a decrease in the square footage of laboratory spaceroutinely used by the program of 25% or more

No

7.1b. If Yes, indicate the impact of the change on the program:


2 of 18 12/1/2020, 10:48 AM


Clinical Education

8.1. Number of clinical education sites with which the program had aclinical education agreement as of September 1, 2020:

405

8.2. Is the depth and breadth of clinical education sites used by theprogram sufficient to provide every student experiences necessary toachieve entry-level competence?

Yes

8.2a. If No, indicate the impact on the program and explain how it is beingaddressed.

8.3. Were students placed in clinical education experiences during the lastacademic year? If no, skip questions 8.4 - 8.6f and go to section 9

Yes

8.4. Of the clinical instructors who worked with your students during the2019-2020 year, what percent (%) were Credentialed Clinical Instructors?

23

8.5. Of the clinical instructors who worked with your students during the2019-2020 year, what percent (%) held some type of certification ofadvanced clinical skill (e.g., ABPTS, FAAOMPT, other, but not firstaid/CPR):

25

8.6. Since October 2019...:

8.6a. ...Are you experiencing difficulty in maintaining access to sufficientclinical education sites for student placements?

Yes

8.6b. ...Have students been placed in clinical sites for which they have nothad prior didactic instruction?

No

8.6c. ...Have any students had a clinical instructor who has had less thanone year of clinical experience?

No

8.6d. ...Have any students been assigned a CI of record who is not a PT? No

8.6e. ...Have you delayed student(s) graduation due to cancellation ordifficulty in making clinical education placements?

No

8.6f. If Yes to any of the above #8.6 Questions, briefly explain:

We are having increased difficulty finding and maintaining clinical placements due to the impacts of COVID-19pandemic, particularly acute care and other inpatient settings. We have not delayed graduation of any students butdid adjust the timing of the clinical experiences.

Admission Information

9.0. Is a baccalaureate degree required for admission to or matriculation inthe PROFESSIONAL PHASE of the program?

Yes

9.0a. If Yes, is there a mechanism for early entry (e.g., pre-baccalaureate)into the program?

No

9.1. How many times per year do you matriculate a new cohort of studentsin the PROFESSIONAL PHASE of the program?

1

Month Admitted Planned Class Size

Cohort #1 9.2a. 08 9.2b. 36

Cohort #2 9.2c. 9.2d. 0

Cohort #3 9.2e. 9.2f. 0

Cohort #4 9.2g. 9.2h. 0

9.3. Has the planned class size of any cohort increased by 10% or morefrom the last academic year?

No

Freshman Admission Information


3 of 18 12/1/2020, 10:48 AM

9.4. Is the program a FRESHMAN ADMISSION program (i.e., students areadmitted to the physical therapy program as freshmen and are"guaranteed" a place in the professional phase unless they change majorsor do not meet requirements such as a specified GPA)

No

Cohort Details - Cohort #1

10.1. Number of applicants: 470

10.2. Number of applicants who met all admission requirements, includingtimely submission of required documentation:

248

10.3. Number of applicants offered a place in the class (include both initialoffers and offers to applicants on an "alternate" or "waiting" list):

99

10.4. Number of accepted students who enrolled in the professional phaseof the program:

37

10.5. Was there an increase or decrease (10% annually or 25% or moreover three years), whether temporary or permanent, in the size of the class(for this cohort) enrolled this year in the PROFESSIONAL PHASE of theprogram for this cohort?

No

10.5a. If Yes, indicate the impact of the change on the program:

10.5b. If Yes, indicate the change, identify if the change is temporary or permanent, and describe how the programis addressing the impact of increased enrollment, faculty workload, faculty numbers, classroom and laboratoryresources (space, equipment, supplies) and clinical education sites:

10A.1. For the class of students initially enrolled in the PROFESSIONALPHASE of the program in 2020, indicate the following:

10A.1a. Number of minority students who enrolled in the professionalphase of the program:

2

10A.1b. Average over-all GPA (on a 4.0 scale) of students who enrolled inthe professional phase of the program:

3.6

10A.1c. Average prerequisite GPA (on a 4.0 scale) of students who enrolledin the professional phase of the program:

3.6

10A.1d. Average age of students who enrolled in the professional phase ofthe program:

24

Applicant Admission Information

11.1. Indicate the enrollment as of October 1, 2020 for each class of students IN THE PROFESSIONALPHASE of the program:

Men

Senior: 0 Grad 1: 10

Grad 2: 16 Grad 3: 10

Grad 4: 0 Total: 36

Women

Senior: 0 Grad 1: 27

Grad 2: 17 Grad 3: 23

Grad 4: 0 Total: 67

Other/Choose Not to Answer

Senior: 0 Grad 1: 0

Grad 2: 0 Grad 3: 0

Grad 4: 0 Total: 0

11.2. Indicate the total number of students enrolled IN THE PROFESSIONAL PROGRAM (as of October1, 2020) who are of the following race or ethnic origin:

Hispanic/Latino of any race: 0 American Indian/AlaskanNative:

0


4 of 18 12/1/2020, 10:48 AM

Asian: 2 Black or African-American: 0

Native Hawaiian/other PacificIslander:

0 White: 91

Two or more races: 7 Unknown: 3

Total: 103

11.3. Indicate the total number of students enrolled in the professional program (as of October 1,2020) who, upon entering the professional program, held the following highest earned degree:

11.3a. Baccalaureate degree: 100

11.3b. Master's degree: 2

11.3c. Doctoral degree: 1

11.4. Indicate the total number of students enrolled in the professionalprogram (as of October 1, 2020) who are Physical Therapist Assistants(PTAs):

0

Program Graduates

12.1. Number of students who graduated or are expected to graduate in2020:

33

12.2. Number of 2020 graduates who are of the following race or ethnic origin:

12.2a. Hispanic/Latino of any race: 0

12.2b. American Indian/Alaskan Native: 0

12.2c. Asian 1

12.2d. Black or African-American: 0

12.2e. Native Hawaiian/other Pacific Islander: 0

12.2f. White: 29

12.2g. Two or More Races: 3

12.2h. Unknown: 0

12.3. Based on current enrollments and average attrition rates to date, and in consideration ofchanges in applicant pools, please estimate the number of graduates expected over the next fiveyears. If No graduates in a given year, enter "0" (zero):

12.3a. 2021: 33

12.3b. 2022: 33

12.3c. 2023: 38

12.3d. 2024: 36

12.3e. 2025: 36

Graduation Rate

Class Year Graduation Rate (%)

2018 100.0

2019 97.2

2020 100.0

Class Year - 2018

G1.1. Was there a graduating cohort in calendar year 2018? Yes

G1.1a. If Yes, how many cohorts graduated in the year being reported? 1

2018 - Cohort 1

G1.2. Number of Students Admitted to Original Cohort of the graduating Class of2018 who enrolled in the first term of the professional/technical program

34


5 of 18 12/1/2020, 10:48 AM

Number of Students In Original Cohort in Calendar Year 2018 Who:

G1.4. Graduated at the Normally Expected Time 34

G1.5. Graduated Within 150% of Program Length 0

Number of Students In Original Cohort Who Did Not Complete the Program Within 150% of ProgramLength Due To:

G1.5a. Academic or Clinical Deficit 0

G1.5b. Died/Severely Disabled/Active Military Duty/Health/Family Issues/Othernot related to academic or clinical deficit

0

G1.6. Graduation Rate 100

Class Year - 2019



2019 - Cohort 1


36







0

G1.6. Graduation Rate 97.2

Class Year - 2020



2020 - Cohort 1


36







0

G1.6. Graduation Rate 100

Employment Licensure Information

Employment Rate


6 of 18 12/1/2020, 10:48 AM

14.1. Did the program have graduates last year? If NO, skip to Question14.4.

Yes

14.2. If yes, what percentage of those who graduated last year and whosought employment in physical therapy (full-time or part-time) wereemployed within 1 year following graduation? Enter percentage as a wholenumber (i.e. "25", not "0.25") and do NOT enter a % sign.

100

14.3. What data is used to determine employment rate (for example,graduate surveys)?

graduate surveys; word ofmouth

Licensure Rate

14.4. Verify that the following URL is the correct, direct link to theprogram's web posting of graduation, licensure and employment rates. Ifnot, replace with the correct URL before moving to the next question.

http://health.umt.edu/physicaltherapy/accreditation/default.php

Faculty General Information - Core Faculty

15.1a. PT FULL-TIME positions allocated to the program: 12

15.1b. PT PART-TIME positions allocated to the program: 0

15.1c. Non-PT FULL-TIME positions allocated to the program: 0

15.1d. Non-PT PART-TIME positions allocated to the program: 0

15.1e. FTEs the above number of core faculty represent: 13.33

Faculty General Information - Current Vacancies

15.2a. Number of current (2020-2021) vacancies in currently allocated(budgeted) core faculty positions:

1

15.2b. Are 30% or more of the core faculty positions allocated to theentry-level program vacant or filled temporarily with adjunct faculty?

No

15.2c. If Yes, indicate the impact of the vacancy on the program:

15.2d. If Yes, describe how the program is addressing the impact of the vacancies:

15.2e. Has there been a decrease of 25% or more over the most recentthree years of the FTEs of core faculty positions allocated to the entry-levelprogram?

No

15.2f. If Yes, indicate the impact of the FTE decrease on the program:

15.2g. If Yes, describe how the program is addressing the impact of the FTE decrease:

15.2h. Is the position of Program Administrator currently vacant oroccupied by an interim or acting administrator?

Yes

15.2i. Is the position of ACCE/DCE currently vacant or occupied by aninterim or acting ACCE/DCE?

No

Faculty General Information - Turnover

15.2j. Percent of core faculty positions turned over since October 2019: 17

Faculty General Information - Projected Vacancies

15.3a. Projected vacancies in currently allocated core faculty positions: 0

15.3b. Projected vacancies due to new core faculty positions, if any: 0

15.3c. Is the position of Program Administrator projected to be vacant atthe end of the current academic year?

No

15.3d. Is the position of ACCE/DCE projected to be vacant at the end of thecurrent academic year?

No

Faculty General Information - Faculty to Student Ratios

15.4a. What is the core faculty to student ratio? 9

15.4b. Average faculty to student ratio during laboratory experiences? 13


7 of 18 12/1/2020, 10:48 AM

Faculty General Information - Associated Faculty

15.5a. Associated/Adjunct faculty who teach at least half the contacthours of a course:

4

15.5b. FTEs represented by the previous number of associated/adjunctfaculty?

0.5

15.5c. Other associated/adjunct faculty who teach in the program: 6

Faculty General Information - Scholarly Productivity

15.6a. Peer-reviewed articles published: 21

15.6b. Other articles accepted and/or published: 0

15.6c. Presentations (e.g. platform, poster, invited, etc.): 22

15.6d. Books or book chapters published: 0

15.6e. Papers, proposals for presentations, etc. submitted but not yetaccepted or published:

13

15.6f. Other scholarly products reviewed and disseminated: 0

Faculty General Information - Grants and Federal Programs

15.7a. Core faculty with funded grants this academic year 5

15.7b. Total amount of grant funding this academic year: $3,516,288.00

15.7c. Amount of funding from NIH, if any this academic year: $281,447.00

15.7d. Number of grant proposals submitted but were not funded or arenot yet funded this academic year:

8

15.8a. Program participates in Health Careers Opportunities Programs: No

15.8b. Program participates in Long-term Rehabilitation Training Grants: No

15.8c. Program participates in Scholarships for Disadvantaged Students: No

15.8d. Program participates in Individuals with Disabilities EducationImprovement Act (IDEIA) Grants:

No

Faculty List - Summary

Last Name First Name Type

Adam Troy Adjunct/Associated

Bell Jennifer Core

Carson Jaclyn Core

Davis Brian Adjunct/Associated

Elias Audrey Core

Hartley Jared Adjunct/Associated

Kittelson Andrew Core

Laskin James Core

Loyd Brian Core

Mischke John Core

Mizner Ryan Core

Ostertag Susan Core

Salisbury Greg Adjunct/Associated

Santasier Anita Core


8 of 18 12/1/2020, 10:48 AM

Willy Richard Core

Associated Faculty Details - Adam , Troy

Associated Faculty Information

Race: White (not ofHispanic origin)

Sex: Male

Total Teaching ContactHours Per Academic Year:

45 PT or PTA: PT

Highest Earned Clinical (PT)Degree (include tDPT):

DPT Highest Earned AcademicDegree (don't include tDPT):

Other

Discipline of Highest EarnedDegree:

ExercisePhysiology; ExScience; SportsMed

Total Years As Faculty: 1

Total Years As Faculty inProgram:

1 Primary Area of ExpertiseTaught in Curriculum:

Professional Issues(Communications,Ethics, etc.)

Secondary Area of ExpertiseTaught in Curriculum:

Other Enrolled in Degree Program: No

Certified Clinical Specialist: Yes Credentials: PT, DPT, NCS

Core Faculty Details - Bell , Jennifer

Core Faculty Information

Credentials: PT, ScD, COMT Position: Clin Ed Coordinator

FTE (for Institution): 1.33 FTE (for Program): 1.33

Rank: Clinical AssistantProfessor

Tenure Status: Not Eligible (onclinical track)

Sex: Female Race: White (not ofHispanic origin)

Year of Birth: 1981 PT or PTA: PT


Masters Certified Clinical Specialist: Yes

Highest Earned AcademicDegree (don't include tDPT):

ProfessionalDoctorate (EdD,DRPH, DSc, etc.)


Physical Therapy

Primary Area of ExpertiseTaught in Program:

Clinical Medicine Secondary Area of ExpertiseTaught in Program:

Musculoskeletal

Total Years as Faculty: 7 Total Years As Faculty inProgram:

7

Enrolled in Degree Program: No Scholarship Productivity: Actively engaged,< 5 peer revieweddisseminatedproducts

Core Faculty Workload

Teaching (%)

Entry-Level Program: 35 Other Programs: 0


9 of 18 12/1/2020, 10:48 AM

Service (%)

Clinical Practice: 0 Committee Work, GeneralAdvising, Etc:

15

Other (%)

Administrative: 40 Scholarship: 10

Enrolled in Degree Program: 0 Months Appointed PerAcademic Year:

12

Core Faculty Details - Carson , Jaclyn


Credentials: PT, DPT Position: Other Faculty


Rank: Other Tenure Status: Not Eligible (onclinical track)




DPT Certified Clinical Specialist: Yes


Not Applicable Discipline of Highest EarnedDegree:

Physical Therapy


Neuromuscular Secondary Area of ExpertiseTaught in Program:

Clinical Education


4

Enrolled in Degree Program: No Scholarship Productivity: Actively engaged,but products notdisseminated


Teaching (%)


Service (%)


2

Other (%)



12

Associated Faculty Details - Davis , Brian



Sex: Male


10 of 18 12/1/2020, 10:48 AM


30 PT or PTA: PT


Bachelors Highest Earned AcademicDegree (don't include tDPT):

Masters(advanced)


Health Sciences;Allied Health

Total Years As Faculty: 3



Other


None Enrolled in Degree Program: No

Certified Clinical Specialist: No Credentials: MS, PT

Core Faculty Details - Elias , Audrey


Credentials: PT, PhD, OCS Position: Other Faculty

FTE (for Institution): 1 FTE (for Program): 1







Doctor ofPhilosophy


Other


Musculoskeletal Secondary Area of ExpertiseTaught in Program:

Clinical Medicine


3

Enrolled in Degree Program: No Scholarship Productivity: Actively engaged,5-10 peerrevieweddisseminatedproducts in last 10years


Teaching (%)


Service (%)


2

Other (%)



10


11 of 18 12/1/2020, 10:48 AM

Associated Faculty Details - Hartley , Jared



Sex: Male


60 PT or PTA: PT


DPT Highest Earned AcademicDegree (don't include tDPT):

Not Applicable


Physical Therapy Total Years As Faculty: 4



Pediatrics



Certified Clinical Specialist: No Credentials: DPT

Core Faculty Details - Kittelson , Andrew


Credentials: PT, PhD Position: Other Faculty


Rank: AssistantProfessor

Tenure Status: Non-tenured (ontenure track)

Sex: Male Race: White (not ofHispanic origin)



DPT Certified Clinical Specialist: No


Doctor ofPhilosophy


Other


Anatomy Secondary Area of ExpertiseTaught in Program:

Research


1

Enrolled in Degree Program: No Scholarship Productivity: Actively engaged> 10 peerrevieweddisseminatedproducts in last 10years


Teaching (%)


Service (%)


10

Other (%)


12 of 18 12/1/2020, 10:48 AM



9

Core Faculty Details - Laskin , James




Rank: Professor Tenure Status: Tenured




Bachelors Certified Clinical Specialist: No


Doctor ofPhilosophy


ExercisePhysiology; ExScience; SportsMed


Physiology Secondary Area of ExpertiseTaught in Program:

Cardiopulmonary


22

Enrolled in Degree Program: No Scholarship Productivity: Actively engaged >10 peer revieweddisseminatedproducts in last 10years


Teaching (%)


Service (%)


10

Other (%)



9

Core Faculty Details - Loyd , Brian




Rank: Assistant Professor Tenure Status: Non-tenured (ontenure track)


13 of 18 12/1/2020, 10:48 AM




DPT Certified Clinical Specialist: No


Doctor ofPhilosophy


Medicine; OtherHealth Discipline


Neuroscience Secondary Area of ExpertiseTaught in Program:

Neuromuscular


1



Teaching (%)


Service (%)


10

Other (%)



9

Core Faculty Details - Mischke , John


Credentials: PT, OCS, FAAOMPT Position: Other Faculty









Physical Therapy



Other


3

Enrolled in Degree Program: No Scholarship Productivity: Actively engaged,5-10 peerrevieweddisseminated


14 of 18 12/1/2020, 10:48 AM

products in last 10years


Teaching (%)


Service (%)


2

Other (%)



12

Core Faculty Details - Mizner , Ryan


Credentials: PT, PhD Position: Director


Rank: AssociateProfessor

Tenure Status: Tenured

Sex: Male Race: White (not of Hispanicorigin)


Highest Earned Clinical(PT) Degree (includetDPT):

Masters Certified ClinicalSpecialist:

No

Highest Earned AcademicDegree (don't includetDPT):

Doctor ofPhilosophy

Discipline of HighestEarned Degree:

Kinesiology;Biomechanics;Pathokinesiology


Musculoskeletal Secondary Area ofExpertise Taught inProgram:

Electrotherapy/Modalities


11

Enrolled in DegreeProgram:

No Scholarship Productivity: Actively engaged > 10peer revieweddisseminated products inlast 10 years


Teaching (%)


Service (%)


25

Other (%)



15 of 18 12/1/2020, 10:48 AM

Enrolled in DegreeProgram:

0 Months Appointed PerAcademic Year:

11

Core Faculty Details - Ostertag , Susan


Credentials: PT, DPT, NCS Position: Other Faculty


Rank: Clinical AssistantProfessor

Tenure Status: Not Eligible (onclinical track)




Bachelor's +Transition DPT

Certified Clinical Specialist: Yes



Physical Therapy


Neuromuscular Secondary Area of ExpertiseTaught in Program:

Geriatrics


10

Enrolled in Degree Program: No Scholarship Productivity: Actively engaged,< 5 peer revieweddisseminatedproducts


Teaching (%)


Service (%)


15

Other (%)



12

Associated Faculty Details - Salisbury , Greg



Sex: Male


30 PT or PTA: PT


Masters Highest Earned AcademicDegree (don't include tDPT):

Not Applicable


Physical Therapy Total Years As Faculty: 7


16 of 18 12/1/2020, 10:48 AM



Integumentary



Certified Clinical Specialist: No Credentials: PT

Core Faculty Details - Santasier , Anita




Rank: Associate Professor Tenure Status: Tenured




Bachelors Certified Clinical Specialist: Yes


Doctor ofPhilosophy


Physical Therapy



Research


5

Enrolled in Degree Program: No Scholarship Productivity: Actively engaged,5-10 peerrevieweddisseminatedproducts in last 10years


Teaching (%)


Service (%)


10

Other (%)



9

Core Faculty Details - Willy , Richard





17 of 18 12/1/2020, 10:48 AM

Appendix 2: Perform 020 Annual Report to our accrediting body, Commission on Accreditation in Physical Therapy EducationAppendix 2: Perfducation

Rank: Assistant Professor Tenure Status: Non-tenured (ontenure track)




Masters Certified Clinical Specialist: Yes


Doctor ofPhilosophy


Kinesiology;Biomechanics;Pathokinesiology



Research


3



Teaching (%)


Service (%)


5

Other (%)



11


18 of 18 12/1/2020, 10:48 AM

Intellectual property of The University of Montana and Acadware, INC.

Student Name:

PAS: Mid-Term Final

Self or CI Assessment

Date:

Clinical Instructor:

1. Professionalism: Includes behaviors expected of a professional health care provider by

society, those within the profession and by your organization. (Includes: commitment to core

values, patient centered care, ethical practice, legal practice, punctuality, appearance/dress,

initiative, flexibility, etc.)

Please indicate % monitoring and/or correction required: _________

2. Interpersonal Relations and Communications: Includes the ability to work

collaboratively with people of diverse backgrounds; demonstration of appropriate

verbal/non--verbal communication, constructive conflict management,

sensitivity/respectfulness, open--mindedness – lacking in defensiveness; able to adjust to

the situation and individual needs of others (culturally aware).


3. Professional Development: Includes being intellectually curious, asking appropriate

questions and self--directed in seeking new information and knowledge; open-- minded to other

possibilities and ideas; reflective and able to assess strengths and deficits; responsive to

feedback; takes initiative and is an active, engaged adult learner.


4. Examination: Includes efficiently and accurately obtaining patient information/history via

review of past medical records; patient interview; interview of others and conducting appropriate

screening and specific tests and measures, all the while maintaining patient dignity and comfort;

and use of appropriate outcomes data collection tools.


5. Evaluation/Clinical Reasoning: Includes making defensible, rational clinical judgments

based on the information collected from the patient history, system review, tests and measures

and other relevant sources, including outcomes data collection tools. Clinical judgments include

the establishment of a diagnoses, prognoses, and plan of care. Able to recognize and manage

biases (cognitive & affective) and other issues that can impact decision making. Applies

principles of evidence--based practice.

Type text hereType text hereType text hereType text here Appendix 2: Performance Assessment System Evaluation Tool

Intellectual property of The University of Montana and Acadware, INC.


6. Procedural Interventions: Able to effectively apply various procedural interventions that

are within the scope of practice of a physical therapist.


7. Documentation: Able to provide documentation of services in the format required that is

comprehensible, complete and accurate; done in an efficient manner; abides by legal

requirements.


8. Teaching/Education: Includes being able to assess the learning needs of patients and

other learners; delivering the needed information in the most appropriate format(s); and

employing effective assessment strategies.


9. Safety: Includes providing a safe environment for patients, self and others.


10. Administration and Management: Includes supervision and guidance of others;

charging for services; time management, scheduling and productivity; marketing and

promotional activities; equipment and supply management.


Summative Comments:

Global Ratings 1. Please assess the % of time the student needs monitoring and/or correction in general. _____

Appendix 2: Performance Assessment System Evaluation Toool

University of Montana, School of Physical Therapy

Faculty Plan for the Academic Year

Name: Date submitted AY: Date reviewed AY:

For each section describe work planned and outline the dates and/or resource requested for

planning purposes and facilitating success.

TEACHING: % effort:

ACTIVITIES: Primary instruction in DPT curriculum:

Course # & brief title Year

students,

Term &

Block

credits Contact hrs Primary instructor (Y/N) & % of course contact

hours taught ; other role

Clinical Education Courses and Related activities

Electives, Trends classes, or teaching outside of DPT curriculum

Course # & brief title Year

students,

Term &

Block

credits Contact hrs Primary instructor (Y/N) & % of course contact

hours taught; other role

Teaching in Integrated Clinical Experiences (ICE)

Other Instructional activities

PLANS for continued DEVELOPMENT:

Areas needing change identified by others (example: how addressing suggestions from outcome data (eg. exit interview, course

evals peer review) Include strategies for success.

Areas needing/wanting change prioritized by self (goals) (new teaching format or content focus; professional development or

continuing education planned) Include strategies for success.

Appendix 2: Per 020 Annual Report to our accrediting body, Commission on Accreditation in Physical Therapy Education

Appendix 3: Annual Faculty Planning and Review Document

Resource needs: (TA needs, supplies, equipment, space,)

SCHOLARSHIP: % effort:

Specific ACTIVITIES with measurable GOALS

(Examples must include projected dates of completion)

• Research activities (software development, equipment install/upgrade, data collection/analysis

activities, IRB submissions, etc)

• Presentations (poster, platform) at professional conference

• Manuscripts (In review, planned submissions for the AY, anticipated publications from in press)

• Abstracts (planned submissions with deadlines in the AY and to be presented)

• Book Chapters, Monographs, Clinical Commentaries

• Grants, Contracts, Awards (on-going, planned submissions with dates, roles on project, % effort

dedication or teaching buyout requests, best guess budgetary and resources needed)

• Student engagement in scholarship (undergrad, DPT student, grad students)

• Other activities (collaborative relationship development, technology transfer, etc)

PLANS for continued DEVELOPMENT:

Areas for improvement (include strategies for success)

Resource needs/wants:

SERVICE/ADMINISTRATION/CLINICAL: % effort:

Examples include committee assignments, service work, leadership activities, advising

• School

• College

• University

• Professional

• Community

• Nationally/Internationally

Explain how your service activities align with your personal and/or

professional goals:

Resource needs/wants:

OTHER EFFORTS TO SUPPORT UMPT’s MISSION: % effort breakdown as needed:

Appendix 2: Per 020 Annual Report to our accrediting body, Commission on Accreditation in Physical Therapy Education

Examples might include program development or special assignments.

1-Year Goals:

5-Year Plan (big picture):

Chair: (completed by Chair)

Brief summary or rationale for:

• planning/development and/or

• workload distribution for next and past year

• building an understanding of the faculty member’s role and program contribution.

Faculty Member signature Date

Chair signature Date

UMPT Alumni Survey 2017

UM Alumni Survey 2017

February 19th 2021, 2:55 pm MST

Q1 - Year of graduation from UMPT:

Year of graduation from UMPT:

2015

2015

2015

2015

2015

2015

2015

Q2 - Gender (optional)

Gender (optional)

F

Female

Female

Female

Male

male

Female

Appendix 4: Most recent UMPT Alumni Survey Results

Q3 - Race/Ethnicity (optional). Please select all that apply.

# Answer % Count

1 African American or Black 0.00% 0

2 American Indian or Alaska Native 0.00% 0

3 Asian 0.00% 0

4 Hispanic or Latino 0.00% 0

5 Native Hawaiian or other Pacific Islander 0.00% 0

6 White, Non-Hispanic 100.00% 8

7 Other 0.00% 0

Total 100% 8

Q4 - Are you a member of the APTA?

# Answer % Count

1 Yes 50.00% 4

2 No 50.00% 4

Total 100% 8

Q5 - Since graduation, have you completed any advanced education beyond your entry

level physical therapy degree (e.g. residency, fellowship, CI credentialing, certifications)?

# Answer % Count

1 Yes 50.00% 4

2 No 50.00% 4

Total 100% 8

Q6 - Are you planning on completing or in the process of completing advanced education

beyond your entry level physical therapy degree (e.g. residency, fellowship, CI

credentialing, certifications)?

# Answer % Count

1 Yes 100.00% 4

2 No 0.00% 0

Total 100% 4

Q7 - What advanced education have you completed? (select all that apply)

# Answer % Count

1 Clinical Instructor Credentialing 16.67% 1

2 Board Certified Specialty 16.67% 1

3 Fellowship 0.00% 0

4 Residency 16.67% 1

5 Certification (ie LSVT BIG, CSCS, etc) 33.33% 2

6 Other 16.67% 1

7 Advanced degree (If so, what type?) 0.00% 0

Total 100% 6

Advanced degree (If so, what type?)

Other

Other - Text

Q8 - What advanced education are you planning to complete? (select all that apply)

# Answer % Count

1 Clinical Instructor Credentialing 23.08% 3

2 Board Certified Specialty 30.77% 4

3 Fellowship 7.69% 1

4 Residency 0.00% 0

5 Certification (ie LSVT BIG, CSCS, etc) 23.08% 3

6 Other 7.69% 1

7 Advanced degree (If so, what type?) 7.69% 1

Total 100% 13

Advanced degree (If so, what type?)

Advanced degree (If so, what type?) - Text

MPH

Other

Q9 - Which of the following physical therapy practice settings have you worked in since

graduation? (select all that apply)

# Answer % Count

1 Other 0.00% 0

3 Acute Care Hospital 16.67% 3

4 Outpatient Hospital Based 27.78% 5

5 Outpatient Private Practice 22.22% 4

6 Rehabilitation Hospital 5.56% 1

7 Home Health 11.11% 2

8 Skilled Nursing Facility 16.67% 3

9 Long Term Care Facility 0.00% 0

Total 100% 18

Other

Other - Text

Q10 - Does your patient population include: (select all that apply)

# Answer % Count

1 Underserved Patients 23.81% 5

2 Rural Patients 23.81% 5

3 Racially/Ethnically Diverse Patients 19.05% 4

4 Economically Disadvantaged Patients 33.33% 7

Total 100% 21

Q11 - Have you served in a leadership role since graduation (i.e. partner, owner,

manager, regional or national APTA position, etc.)?

# Answer % Count

1 Yes (Please explain) 0.00% 0

3 No 100.00% 8

Total 100% 8

Yes (Please explain) - Text

Q12 - Foundational Sciences

# Question Exceptional Entry Level Below Entry Level Not Applicable Total

1 Anatomy & Physiology 12.50% 1 75.00% 6 12.50% 1 0.00% 0 8

2 Biomechanics 87.50% 7 12.50% 1 0.00% 0 0.00% 0 8

3 Electrophysiology 50.00% 4 50.00% 4 0.00% 0 0.00% 0 8

4 Exercise Physiology 12.50% 1 37.50% 3 50.00% 4 0.00% 0 8

5 Neuroscience 62.50% 5 37.50% 3 0.00% 0 0.00% 0 8

6 Pharmacology 0.00% 0 87.50% 7 12.50% 1 0.00% 0 8

Q13 - For any domain you rated as "Below Entry Level", please explain.

For any domain you rated as "Below Entry Level", please explain.

Poor course content in the subject matter.

I do not feel that my education at UMPT in regards to anatomy (Alex) or exercise physiology (James) was adequate.

I needed more practice of this before I felt confident in the area

Not enough emphasis on proper strength and conditioning and interventions.

Q15 - Clinical Skills

# Question Exceptional Entry Level

Below Entry

Level

Not Applicable

Total

1 Cardiopulmonary 0.00% 0 37.50% 3 62.50% 5 0.00% 0 8

2 Geriatrics 12.50% 1 75.00% 6 12.50% 1 0.00% 0 8

3 Musculoskeletal 62.50% 5 37.50% 3 0.00% 0 0.00% 0 8

4 Neurological 50.00% 4 50.00% 4 0.00% 0 0.00% 0 8

5 Pediatrics 0.00% 0 75.00% 6 25.00% 2 0.00% 0 8

6 Medical Screening 25.00% 2 75.00% 6 0.00% 0 0.00% 0 8

7 Cardiopulmonary 0.00% 0 50.00% 4 50.00% 4 0.00% 0 8

8 Geriatrics 12.50% 1 75.00% 6 12.50% 1 0.00% 0 8

9 Musculoskeletal 62.50% 5 37.50% 3 0.00% 0 0.00% 0 8

10 Neurological 50.00% 4 50.00% 4 0.00% 0 0.00% 0 8

11 Pediatrics 0.00% 0 87.50% 7 12.50% 1 0.00% 0 8

12 Therapeutic Exercise 37.50% 3 50.00% 4 12.50% 1 0.00% 0 8

13 Patient/Caregiver

Education 37.50% 3 62.50% 5 0.00% 0 0.00% 0 8

14 Prevention & Wellness 12.50% 1 87.50% 7 0.00% 0 0.00% 0 8


I needed still need more practice in this area

Limited experience in pediatrics

Poor coverage/applicable course work

Q18 - Professional Skills


Below Entry

Level

Not Applicable

Total

1 Clinical Decision Making 12.50% 1 87.50% 7 0.00% 0 0.00% 0 8

2 Compassionate Care 37.50% 3 62.50% 5 0.00% 0 0.00% 0 8

3 Cultural Competency 25.00% 2 62.50% 5 12.50% 1 0.00% 0 8

4 Effective Use of Outcomes

Measures 25.00% 2 50.00% 4 25.00% 2 0.00% 0 8

5 Evidence Based Practice 12.50% 1 75.00% 6 12.50% 1 0.00% 0 8

6 Interprofessional Team Work 25.00% 2 75.00% 6 0.00% 0 0.00% 0 8

7 Professional & Ethical Behavior 37.50% 3 62.50% 5 0.00% 0 0.00% 0 8


Would have liked more EBP interventions. Much of PT research it seems has about a 50/50 split on whether any given intervention is effective. Seems most of what we practice is not truly supported by cumulative research.

Q21 - Please rate your ability to effectively engage in the following:


Below Entry

level

Not Applicable

Total

1 Administration 12.50% 1 75.00% 6 12.50% 1 0.00% 0 8

2 Leadership 37.50% 3 62.50% 5 0.00% 0 0.00% 0 8

3 Lifelong Learning 12.50% 1 87.50% 7 0.00% 0 0.00% 0 8

4 Consultations 12.50% 1 87.50% 7 0.00% 0 0.00% 0 8

5 Supervision 12.50% 1 87.50% 7 0.00% 0 0.00% 0 8

6 Non-Patient Related

Instruction 12.50% 1 87.50% 7 0.00% 0 0.00% 0 8


For any domain you rated as "Below Entry Level", please explain.

Q23 - The total amount of time spent in clinical experiences was sufficient to prepare me

for entry-level clinical practice.

# Answer % Count

1 Strongly Agree 62.50% 5

2 Agree 37.50% 3

4 Neither agree nor disagree 0.00% 0

6 Disagree (Please explain) 0.00% 0

7 Strongly disagree (Please explain) 0.00% 0

Total 100% 8

Disagree (Please explain)

Strongly disagree (Please explain)

Q24 - The variety of my clinical experiences was sufficient to prepare me for entry-level

clinical practice.

# Answer % Count


2 Agree 50.00% 4




Total 100% 8



Q25 - The number of clinical experiences was sufficient to prepare me for entry-level

clinical practice.

# Answer % Count


2 Agree 75.00% 6




Total 100% 8



Q27 - I am able to work autonomously as a physical therapist in a direct access setting.

# Answer % Count


2 Agree 25.00% 2

5 Strongly Disagree (Please explain) 0.00% 0


Total 100% 8


Strongly Disagree (Please explain)

Q28 - I would recommend the UMPT program for entry-level physical therapy training.

# Answer % Count


2 Agree 50.00% 4

5 Strongly Disagree (Please explain) 0.00% 0



Total 100% 8


Strongly Disagree (Please explain)

Q29 - Please list the strengths of the UMPT program from your perspective.

Please list the strengths of the UMPT program from your perspective.

Neuro, geriatric

Musculoskeletal evaluation, biomechanics thanks to Ryan and Beth

Q30 - In your opinion, what aspects of the program could we change to improve the

outcomes of our future UMPT graduates?

In your opinion, what aspects of the program could we change to improve the outcomes of our future UMPT graduates?

Cardiac, exercise phys

More experience in all areas; possibly more clinicals with shorter experiences in specialties such as cardiopulm, neuro, wound care, peds, etc.

For my cohort, the sections of Documentation, and exercise physiology were quite poor - being mostly independent learning courses; which a university should not be charging tuition for.

UMPT Exit Survey Class of 2020

UMPT Exit Survey Class of 2020

May 14th 2020, 6:15 pm MDT

Q2 - Year of graduation from the University of Montana School of Physical Therapy &

Rehabilitation Science

Year of graduation from the University of Montana School of Physical Therapy & Rehabilitation Science

2020

2020

2020

2020

2020

2020

2020

2020

2020

2020

2020

2020

2020

202

2020

2020

2020

2020

2020

2020

2020

2020

2020

2020

Appendix 5: Most recent UMPT Graduate Survey Results

2020

2020

2020

2020

Q3 - Sex (optional)

# Answer % Count

1 Female 85.19% 23

2 Male 14.81% 4

3 Trans gender 0.00% 0

4 Other 0.00% 0

Total 100% 27

# Field Minimum Maximum Mean Std Deviation Variance Count Bottom 3 Box Top 3 Box

1 Sex (optional) 1.00 2.00 1.15 0.36 0.13 27 100.00% 14.81%

Q4 - Race and Hispanic Origin (optional)

# Answer % Count

1 African American or Black 0.00% 0

2 Asian 0.00% 0

3 American Indian or Alaska Native 3.57% 1

4 Native Hawaiian or other Pacific Islander 0.00% 0

5 Other 0.00% 0

6 White, Non- Hispanic 92.86% 26

7 2 or more races 3.57% 1

8 Hispanic or Latinx 0.00% 0

Total 100% 28

Q5 - Are you or have you been a member of the APTA as a student?

# Answer % Count

1 Yes 96.43% 27

2 No 3.57% 1

Total 100% 28

# Field Minimum Maximum Mean Std

Deviation Variance Count

Bottom 3 Box

Top 3 Box

1 Are you or have you

been a member of the APTA as a student?

1.00 2.00 1.04 0.19 0.03 28 100.00% 100.00%

Q6 - What is your interest in post-graduate residency?

# Answer % Count

1 Accepted for 2020 (indicate specialty) 3.57% 1

2 Not interested this year, but most likely will attend in the future 3.57% 1

3 Not interested this year, but possibly in the future 32.14% 9

4 Applied for 2020, but not attending 0.00% 0

5 Not interested 60.71% 17

Total 100% 28

Yes

Accepted for 2020 (indicate specialty) - Text

Sports

Q7 - Please rate the degree of readiness from your undergraduate preparation and

coursework to undergo the academic rigors of PT school:

# Question Adequate Inadequate Total

1 Anatomy 85.71% 24 14.29% 4 28

2 Chemistry 96.43% 27 3.57% 1 28

3 Physics 85.71% 24 14.29% 4 28

4 Statistics 64.29% 18 35.71% 10 28

5 Neuroscience 39.29% 11 60.71% 17 28

6 Exercise Physiology 89.29% 25 10.71% 3 28



Bottom 3 Box

Top 3 Box

1 Anatomy 1.00 2.00 1.14 0.35 0.12 28 100.00% 100.00%

2 Chemistry 1.00 2.00 1.04 0.19 0.03 28 100.00% 100.00%

3 Physics 1.00 2.00 1.14 0.35 0.12 28 100.00% 100.00%

4 Statistics 1.00 2.00 1.36 0.48 0.23 28 100.00% 100.00%

5 Neuroscience 1.00 2.00 1.61 0.49 0.24 28 100.00% 100.00%

6 Exercise

Physiology 1.00 2.00 1.11 0.31 0.10 28 100.00% 100.00%

Q9 - Screen for physical, sexual and psychological abuse

# Answer % Count

1 Exceeded Expectations 10.71% 3

2 Met Expectations 67.86% 19

3 Below Expectations 21.43% 6

Total 100% 28



Bottom 3 Box

Top 3 Box

1 Screen for physical,

sexual and psychological abuse

1.00 3.00 2.11 0.56 0.31 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q10 - Identify signs and symptoms that indicate the need for referral to another

healthcare provider

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Identify signs and symptoms that indicate the need for referral to

another healthcare provider

1.00 3.00 1.64 0.55 0.30 28 100.00% 100.00%

Q11 - Conduct a review of pertinent medical records.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1 Conduct a review of

pertinent medical records.

1.00 2.00 1.50 0.50 0.25 28 100.00% 100.00%

Q12 - Conduct a patient interview to gather necessary subjective information.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Conduct a patient interview to gather

necessary subjective information.

1.00 2.00 1.50 0.50 0.25 28 100.00% 100.00%

Q13 - Perform a postural examination.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1 Perform a postural

examination. 1.00 2.00 1.79 0.41 0.17 28 100.00% 100.00%

Q14 - Perform examination of fundamental mobility tasks such as sit-to-stand, gait, stair

climbing, etc.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Perform examination of fundamental mobility

tasks such as sit-to-stand, gait, stair

climbing, etc.

1.00 2.00 1.61 0.49 0.24 28 100.00% 100.00%

Q15 - Perform balance assessment (dynamic and static).

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1 Perform balance

assessment (dynamic and static).

1.00 2.00 1.50 0.50 0.25 28 100.00% 100.00%

Q16 - Examine body mechanics for safety and performance of ADLs and IADLS.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Examine body mechanics for safety and performance of

ADLs and IADLS.

1.00 3.00 1.93 0.53 0.28 28 100.00% 100.00%

Q17 - Perform an ergonomic assessment.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1 Perform an ergonomic

assessment. 1.00 3.00 2.32 0.54 0.29 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

Q18 - Identify environmental barriers in the home, at job/school/play, or in the

community.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Identify environmental barriers in the home, at

job/school/play, or in the community.

1.00 2.00 1.71 0.45 0.20 28 100.00% 100.00%

Q19 - Measure and characterize pain.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1 Measure and

characterize pain. 1.00 3.00 1.86 0.52 0.27 28 100.00% 100.00%

Q20 - Recognize and characterize signs and symptoms of inflammation.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Recognize and characterize signs and

symptoms of inflammation.

1.00 2.00 1.89 0.31 0.10 28 100.00% 100.00%

Q21 - Assess motor skills and age-appropriate development.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1 Assess motor skills and

age-appropriate development.

1.00 3.00 2.14 0.64 0.41 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

Q23 - CARDIOPULMONARY ASSESSMENT: Rate your preparedness with respect to each of

the following tests and measures

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 vital signs (HR, BP, RR, O2

sat) 35.71% 10 64.29% 18 0.00% 0 28

2 aerobic capacity 0.00% 0 57.14% 16 42.86% 12 28

3 breath sounds (auscultation)

3.57% 1 32.14% 9 64.29% 18 28

4 response to exercise 17.86% 5 75.00% 21 7.14% 2 28

5 peripheral pulses 14.29% 4 75.00% 21 10.71% 3 28



Bottom 3 Box

Top 3 Box

1 vital signs (HR, BP,

RR, O2 sat) 1.00 2.00 1.64 0.48 0.23 28 100.00% 100.00%

2 aerobic capacity 2.00 3.00 2.43 0.49 0.24 28 100.00% 100.00%

3 breath sounds (auscultation)

1.00 3.00 2.61 0.56 0.31 28 100.00% 100.00%

4 response to exercise 1.00 3.00 1.89 0.49 0.24 28 100.00% 100.00%

5 peripheral pulses 1.00 3.00 1.96 0.50 0.25 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q24 - INTEGUMENTARY AND OTHER SYSTEM ASSESSMENT: Rate your preparedness with

respect to each of the following tests and measures:

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 skin characteristics (e.g. blistering,

color, mobility, texture) 25.00% 7 75.00% 21 0.00% 0 28

2 Identify signs of infection 28.57% 8 67.86% 19 3.57% 1 28

3 Assess wound characteristics (e.g.

bleeding, depth, drainage) 46.43% 13 53.57% 15 0.00% 0 28

4 Identify activities, positions, and

postures that may produce or relieve trauma to the skin

50.00% 14 50.00% 14 0.00% 0 28

5 Identify signs and symptoms of

hepatic disorders 14.29% 4 78.57% 22 7.14% 2 28


gastrointestinal disorders 21.43% 6 75.00% 21 3.57% 1 28


immunological disorders 17.86% 5 67.86% 19 14.29% 4 28


urogenitary disorders 17.86% 5 82.14% 23 0.00% 0 28


integumentary disorders 21.43% 6 78.57% 22 0.00% 0 28

10 Identify risks factors for and signs and

symptoms of cancer 28.57% 8 67.86% 19 3.57% 1 28

11 Identify risk factors and complications

associated with transplants 17.86% 5 78.57% 22 3.57% 1 28



Bottom 3 Box

Top 3 Box

1 skin characteristics (e.g.

blistering, color, mobility, texture)

1.00 2.00 1.75 0.43 0.19 28 100.00% 100.00%

2 Identify signs of

infection 1.00 3.00 1.75 0.51 0.26 28 100.00% 100.00%

3

Assess wound characteristics (e.g.

bleeding, depth, drainage)

1.00 2.00 1.54 0.50 0.25 28 100.00% 100.00%

4

Identify activities, positions, and postures

that may produce or relieve trauma to the

skin

1.00 2.00 1.50 0.50 0.25 28 100.00% 100.00%

5 Identify signs and

symptoms of hepatic disorders

1.00 3.00 1.93 0.46 0.21 28 100.00% 100.00%

6

Identify signs and symptoms of

gastrointestinal disorders

1.00 3.00 1.82 0.47 0.22 28 100.00% 100.00%

7


immunological disorders

1.00 3.00 1.96 0.57 0.32 28 100.00% 100.00%

8 Identify signs and

symptoms of urogenitary disorders

1.00 2.00 1.82 0.38 0.15 28 100.00% 100.00%

9


integumentary disorders

1.00 2.00 1.79 0.41 0.17 28 100.00% 100.00%

10 Identify risks factors for

and signs and symptoms of cancer

1.00 3.00 1.75 0.51 0.26 28 100.00% 100.00%

11

Identify risk factors and complications

associated with transplants

1.00 3.00 1.86 0.44 0.19 28 100.00% 100.00%

Q25 - MUSCULOSKELETAL ASSESSMENT: Rate your preparedness with respect to each of

the following tests and measures

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 anthropometrics (girth, height,

weight etc.) 14.29% 4 82.14% 23 3.57% 1 28

2 joint accessory motion and/or

mobility 50.00% 14 42.86% 12 7.14% 2 28

3 ligamentous laxity 17.86% 5 71.43% 20 10.71% 3 28

4 range-of-motion, including

goniometric measurements 53.57% 15 46.43% 13 0.00% 0 28

5 muscle strength (manual muscle

testing, one rep max etc.) 42.86% 12 53.57% 15 3.57% 1 28

6 functional strength 32.14% 9 60.71% 17 7.14% 2 28



Bottom 3 Box

Top 3 Box

1 anthropometrics (girth,

height, weight etc.) 1.00 3.00 1.89 0.41 0.17 28 100.00% 100.00%

2 joint accessory motion

and/or mobility 1.00 3.00 1.57 0.62 0.39 28 100.00% 100.00%

3 ligamentous laxity 1.00 3.00 1.93 0.53 0.28 28 100.00% 100.00%

4 range-of-motion,

including goniometric measurements

1.00 2.00 1.46 0.50 0.25 28 100.00% 100.00%

5 muscle strength

(manual muscle testing, one rep max etc.)

1.00 3.00 1.61 0.56 0.31 28 100.00% 100.00%

6 functional strength 1.00 3.00 1.75 0.57 0.33 28 100.00% 100.00%

Q26 - BRACES, SPLINTS AND FOOT ORTHOTICS Rate your preparedness with respect to

each of the following

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1

Identify effective LOWER EXTREMITY (hip, knee, ankle) orthotic devices to help

remediate impairments of structure, activity, or participation.

0.00% 0 78.57% 22 21.43% 6 28

2 Identify effective FOOT orthotic devices

to help remediate impairments of structure, activity, or participation.

3.57% 1 57.14% 16 39.29% 11 28

3

Identify the need for effective UPPER EXTREMITY orthotic devices to help

remediate impairments of structure, activity, or participation.

0.00% 0 21.43% 6 78.57% 22 28

4 Assess the alignment and fit of UE and LE

braces, splints and foot orthotics. 3.57% 1 57.14% 16 39.29% 11 28



Bottom 3 Box

Top 3 Box

1

Identify effective LOWER EXTREMITY (hip, knee,

ankle) orthotic devices to help remediate impairments of

structure, activity, or participation.

2.00 3.00 2.21 0.41 0.17 28 100.00% 100.00%

2

Identify effective FOOT orthotic devices to help remediate impairments of structure, activity, or

participation.

1.00 3.00 2.36 0.55 0.30 28 100.00% 100.00%

3

Identify the need for effective UPPER

EXTREMITY orthotic devices to help

remediate impairments of structure, activity, or

participation.

2.00 3.00 2.79 0.41 0.17 28 100.00% 100.00%

4

Assess the alignment and fit of UE and LE braces,

splints and foot orthotics.

1.00 3.00 2.36 0.55 0.30 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q27 - PROSTHETICS Rate your preparedness with respect to each of the following

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Assess the components, alignment,

and fit of a prosthetic device. 10.71% 3 60.71% 17 28.57% 8 28

2 Assess functional activities while patient uses a prosthetic device.

7.14% 2 75.00% 21 17.86% 5 28

3 Assess patients safety while using a

prosthetic device. 7.14% 2 82.14% 23 10.71% 3 28



Bottom 3 Box

Top 3 Box

1 Assess the components,

alignment, and fit of a prosthetic device.

1.00 3.00 2.18 0.60 0.36 28 100.00% 100.00%

2

Assess functional activities while patient

uses a prosthetic device.

1.00 3.00 2.11 0.49 0.24 28 100.00% 100.00%

3 Assess patients safety

while using a prosthetic device.

1.00 3.00 2.04 0.42 0.18 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q28 - ASSISTIVE DEVICES Rate your preparedness with respect to each of the following

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Assess the components, alignment, fit

of an assistive device. 53.57% 15 46.43% 13 0.00% 0 28

2 Assess activities and participation while

the patient uses an assistive device. 53.57% 15 46.43% 13 0.00% 0 28

3 Assess patient safety while using an

assistive device. 60.71% 17 39.29% 11 0.00% 0 28

4

Perform gait and locomotion examination during activities while the

patient uses assistive devices or equipment.

50.00% 14 50.00% 14 0.00% 0 28

5 Examine balance during activities with

the use of assistive devices or equipment.

46.43% 13 53.57% 15 0.00% 0 28



Bottom 3 Box

Top 3 Box

1 Assess the components,

alignment, fit of an assistive device.

1.00 2.00 1.46 0.50 0.25 28 100.00% 100.00%

2

Assess activities and participation while the

patient uses an assistive device.

1.00 2.00 1.46 0.50 0.25 28 100.00% 100.00%

3 Assess patient safety

while using an assistive device.

1.00 2.00 1.39 0.49 0.24 28 100.00% 100.00%

4

Perform gait and locomotion examination

during activities while the patient uses assistive

devices or equipment.

1.00 2.00 1.50 0.50 0.25 28 100.00% 100.00%

5

Examine balance during activities with the use of

assistive devices or equipment.

1.00 2.00 1.54 0.50 0.25 28 100.00% 100.00%

Q29 - PERFORM AROUSAL, ATTENTION AND COGNITION Rate your preparedness with

respect to each of the following

# Question Exceeded Expectations Met Expectations Below Expectations Total

1 Arousal 3.57% 1 82.14% 23 14.29% 4 28

2 Orientation 7.14% 2 92.86% 26 0.00% 0 28

3 Retention and recall 7.14% 2 75.00% 21 17.86% 5 28

4 Communication/language 7.14% 2 67.86% 19 25.00% 7 28

5 Processing 7.14% 2 67.86% 19 25.00% 7 28

6 Attention 7.14% 2 82.14% 23 10.71% 3 28



Bottom 3 Box

Top 3 Box

1 Arousal 1.00 3.00 2.11 0.41 0.17 28 100.00% 100.00%

2 Orientation 1.00 2.00 1.93 0.26 0.07 28 100.00% 100.00%

3 Retention and recall 1.00 3.00 2.11 0.49 0.24 28 100.00% 100.00%

4 Communication/language 1.00 3.00 2.18 0.54 0.29 28 100.00% 100.00%

5 Processing 1.00 3.00 2.18 0.54 0.29 28 100.00% 100.00%

6 Attention 1.00 3.00 2.04 0.42 0.18 28 100.00% 100.00%

Q30 - NEUROLOGICAL TESTING Rate your preparedness with respect to each of the

following

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Assess motor and sensory integrity of the

cervical and lumbar nerve roots (myotomes and dermatomes)

25.00% 7 75.00% 21 0.00% 0 28

2 Assess deep tendon reflexes 32.14% 9 67.86% 19 0.00% 0 28


cranial nerves. 14.29% 4 57.14% 16 28.57% 8 28


peripheral nerves. (not nerve roots) 14.29% 4 64.29% 18 21.43% 6 28

5 Assess upper and lower limb neural

tension 32.14% 9 64.29% 18 3.57% 1 28

6 Assess dexterity and coordination 21.43% 6 67.86% 19 10.71% 3 28

7 Assess patient response to

proprioception, vestibular, and visual stimuli.

25.00% 7 75.00% 21 0.00% 0 28

8 Assess postural responses (e.g.

equilibrium and righting reactions) and protective extension

28.57% 8 71.43% 20 0.00% 0 28

9 Assess abnormal muscle tone 28.57% 8 53.57% 15 17.86% 5 28



Bottom 3 Box

Top 3 Box

1

Assess motor and sensory integrity of the

cervical and lumbar nerve roots (myotomes

and dermatomes)

1.00 2.00 1.75 0.43 0.19 28 100.00% 100.00%

2 Assess deep tendon

reflexes 1.00 2.00 1.68 0.47 0.22 28 100.00% 100.00%

3 Assess motor and

sensory integrity of the cranial nerves.

1.00 3.00 2.14 0.64 0.41 28 100.00% 100.00%

4

Assess motor and sensory integrity of the peripheral nerves. (not

nerve roots)

1.00 3.00 2.07 0.59 0.35 28 100.00% 100.00%

5 Assess upper and lower

limb neural tension 1.00 3.00 1.71 0.52 0.28 28 100.00% 100.00%

6 Assess dexterity and

coordination 1.00 3.00 1.89 0.56 0.31 28 100.00% 100.00%

7

Assess patient response to proprioception,

vestibular, and visual stimuli.

1.00 2.00 1.75 0.43 0.19 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

8

Assess postural responses (e.g.

equilibrium and righting reactions) and protective

extension

1.00 2.00 1.71 0.45 0.20 28 100.00% 100.00%

9 Assess abnormal muscle

tone 1.00 3.00 1.89 0.67 0.45 28 100.00% 100.00%

Q31 - SENSORY TESTS AND MEASURES Rate your preparedness with respect to each of

the following


1 Light Touch 39.29% 11 60.71% 17 0.00% 0 28

2 Temperature 21.43% 6 60.71% 17 17.86% 5 28

3 Localization 10.71% 3 82.14% 23 7.14% 2 28

4 Graphesthesia 3.57% 1 53.57% 15 42.86% 12 28

5 Sharp/Dull 25.00% 7 75.00% 21 0.00% 0 28

6 Deep pressure 21.43% 6 75.00% 21 3.57% 1 28

7 Vibration 7.14% 2 67.86% 19 25.00% 7 28

8 Stereognosis 10.71% 3 67.86% 19 21.43% 6 28

9 Proprioception 32.14% 9 64.29% 18 3.57% 1 28

10 Kinesthesia 25.00% 7 67.86% 19 7.14% 2 28


1 Light Touch 1.00 2.00 1.61 0.49 0.24 28 100.00% 100.00%

2 Temperature 1.00 3.00 1.96 0.63 0.39 28 100.00% 100.00%

3 Localization 1.00 3.00 1.96 0.42 0.18 28 100.00% 100.00%

4 Graphesthesia 1.00 3.00 2.39 0.56 0.31 28 100.00% 100.00%

5 Sharp/Dull 1.00 2.00 1.75 0.43 0.19 28 100.00% 100.00%

6 Deep pressure 1.00 3.00 1.82 0.47 0.22 28 100.00% 100.00%

7 Vibration 1.00 3.00 2.18 0.54 0.29 28 100.00% 100.00%

8 Stereognosis 1.00 3.00 2.11 0.56 0.31 28 100.00% 100.00%

9 Proprioception 1.00 3.00 1.71 0.52 0.28 28 100.00% 100.00%

10 Kinesthesia 1.00 3.00 1.82 0.54 0.29 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q33 - Synthesize available data from a patient/client examination and develop a physical

therapy diagnosis.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Synthesize available data from a patient/client

examination and develop a physical therapy diagnosis.

1.00 2.00 1.86 0.35 0.12 28 100.00% 100.00%

Q34 - Identify and prioritize impairments to determine a specific dysfunction or diagnosis

towards which the intervention will be directed.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Identify and prioritize impairments to

determine a specific dysfunction or diagnosis

towards which the intervention will be

directed.

1.00 2.00 1.75 0.43 0.19 28 100.00% 100.00%

Q35 - Determine a patient's prognosis.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1 Determine a

patient's prognosis. 1.00 3.00 2.18 0.60 0.36 28 100.00% 100.00%

Q36 - Recognize personal and environmental factors that may impact the achievement of

optimal improvement within a predicted time frame.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Recognize personal and environmental factors

that may impact the achievement of optimal

improvement within a predicted time frame.

1.00 2.00 1.57 0.49 0.24 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

Q37 - Write measurable, functional goals (short and long-term) that are time referenced

with collaboration from patient/client.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Write measurable, functional goals (short

and long-term) that are time referenced with

collaboration from patient/client.

1.00 2.00 1.57 0.49 0.24 28 100.00% 100.00%

Q38 - Select and prioritize essential interventions that are safe and meet the specified

functional goals in the plan of care:

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Identify precautions and contradictions 21.43% 6 75.00% 21 3.57% 1 28

2 Provide evidence for patient-centered

interventions that are identified and selected

53.57% 15 46.43% 13 0.00% 0 28

3 Define the dosing variables of the

intervention (time, intensity, duration, frequency, etc.)

35.71% 10 57.14% 16 7.14% 2 28

4 Consider relative time commitment in

conjunction with family, caregivers, and other health care professionals

35.71% 10 57.14% 16 7.14% 2 28



Bottom 3 Box

Top 3 Box

1 Identify precautions and

contradictions 1.00 3.00 1.82 0.47 0.22 28 100.00% 100.00%

2

Provide evidence for patient-centered

interventions that are identified and selected

1.00 2.00 1.46 0.50 0.25 28 100.00% 100.00%

3

Define the dosing variables of the

intervention (time, intensity, duration,

frequency, etc.)

1.00 3.00 1.71 0.59 0.35 28 100.00% 100.00%

4

Consider relative time commitment in

conjunction with family, caregivers, and other

health care professionals

1.00 3.00 1.71 0.59 0.35 28 100.00% 100.00%

Q39 - Establish criteria for discharge based on patient goals and functional status.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Establish criteria for discharge based on

patient goals and functional status.

1.00 3.00 1.89 0.56 0.31 28 100.00% 100.00%

Q40 - Make and justify the need for referral to resources needed by the patient/client.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Make and justify the need for referral to

resources needed by the patient/client.

1.00 3.00 1.75 0.57 0.33 28 100.00% 100.00%

Q41 - Advocate for patient/client access to services.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1 Advocate for

patient/client access to services.

1.00 3.00 1.57 0.56 0.32 28 100.00% 100.00%

Q42 - Effectively apply the following intervention of aerobic capacity/endurance

conditioning or reconditioning.

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Movement efficiency and energy

conservation training 14.29% 4 64.29% 18 21.43% 6 28

2 Walking and wheelchair propulsion

programs 17.86% 5 60.71% 17 21.43% 6 28

3 Cardiovascular conditioning

programs 7.14% 2 42.86% 12 50.00% 14 28



Bottom 3 Box

Top 3 Box

1 Movement efficiency

and energy conservation training

1.00 3.00 2.07 0.59 0.35 28 100.00% 100.00%

2 Walking and wheelchair

propulsion programs 1.00 3.00 2.04 0.63 0.39 28 100.00% 100.00%

3 Cardiovascular

conditioning programs 1.00 3.00 2.43 0.62 0.39 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q44 - INTERVENTIONS: Effectively apply interventions to improve the following:

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Body mechanics 32.14% 9 67.86% 19 0.00% 0 28

2 Gait 42.86% 12 53.57% 15 3.57% 1 28

3 Wheelchair mobility 25.00% 7 64.29% 18 10.71% 3 28

4 Child Motor Development 7.14% 2 67.86% 19 25.00% 7 28

5 Relaxation 21.43% 6 71.43% 20 7.14% 2 28

6 Bed Mobility & Transfers 53.57% 15 46.43% 13 0.00% 0 28

7 Age appropriate ADLs and IADLs 28.57% 8 60.71% 17 10.71% 3 28

8 Use of assistive and adaptive

devices for mobility & ADLS 46.43% 13 53.57% 15 0.00% 0 28

9 Home or workplace barriers 32.14% 9 64.29% 18 3.57% 1 28

10 Urinary incontinence (pelvic floor

rehabilitation) 14.29% 4 46.43% 13 39.29% 11 28

11 Musculoskeletal dysfunction in

the obstetric patient 14.29% 4 42.86% 12 42.86% 12 28



Bottom 3 Box

Top 3 Box

1 Body mechanics 1.00 2.00 1.68 0.47 0.22 28 100.00% 100.00%

2 Gait 1.00 3.00 1.61 0.56 0.31 28 100.00% 100.00%

3 Wheelchair mobility 1.00 3.00 1.86 0.58 0.34 28 100.00% 100.00%

4 Child Motor

Development 1.00 3.00 2.18 0.54 0.29 28 100.00% 100.00%

5 Relaxation 1.00 3.00 1.86 0.52 0.27 28 100.00% 100.00%

6 Bed Mobility &

Transfers 1.00 2.00 1.46 0.50 0.25 28 100.00% 100.00%

7 Age appropriate ADLs

and IADLs 1.00 3.00 1.82 0.60 0.36 28 100.00% 100.00%

8 Use of assistive and adaptive devices for

mobility & ADLS 1.00 2.00 1.54 0.50 0.25 28 100.00% 100.00%

9 Home or workplace

barriers 1.00 3.00 1.71 0.52 0.28 28 100.00% 100.00%

10 Urinary incontinence

(pelvic floor rehabilitation)

1.00 3.00 2.25 0.69 0.47 28 100.00% 100.00%

11 Musculoskeletal

dysfunction in the obstetric patient

1.00 3.00 2.29 0.70 0.49 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q45 - INTERVENTIONS: Effectively perform the following

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Passive ROM 46.43% 13 53.57% 15 0.00% 0 28

2 Active & Active Assisted

ROM 53.57% 15 46.43% 13 0.00% 0 28

3 Muscle lengthening

(stretch) 53.57% 15 46.43% 13 0.00% 0 28

4 Muscle strengthening 53.57% 15 46.43% 13 0.00% 0 28

5 Endurance activities 57.14% 16 39.29% 11 3.57% 1 28

6 Functional retraining 46.43% 13 50.00% 14 3.57% 1 28



Bottom 3 Box

Top 3 Box

1 Passive ROM 1.00 2.00 1.54 0.50 0.25 28 100.00% 100.00%

2 Active & Active

Assisted ROM 1.00 2.00 1.46 0.50 0.25 28 100.00% 100.00%

3 Muscle lengthening

(stretch) 1.00 2.00 1.46 0.50 0.25 28 100.00% 100.00%

4 Muscle strengthening 1.00 2.00 1.46 0.50 0.25 28 100.00% 100.00%

5 Endurance activities 1.00 3.00 1.46 0.57 0.32 28 100.00% 100.00%

6 Functional retraining 1.00 3.00 1.57 0.56 0.32 28 100.00% 100.00%

Q46 - INTERVENTIONS: Effectively perform the following functional training programs

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Simulate environments and tasks to

improve activity and participation 32.14% 9 64.29% 18 3.57% 1 28

2 Injury prevention education during work

(job/school/play), community, and leisure integration or reintegration.

14.29% 4 71.43% 20 14.29% 4 28

3 Safety awareness training during work

(job/school/play), community, and leisure integration or reintegration.

14.29% 4 71.43% 20 14.29% 4 28



Bottom 3 Box

Top 3 Box

1 Simulate environments

and tasks to improve activity and participation

1.00 3.00 1.71 0.52 0.28 28 100.00% 100.00%

2

Injury prevention education during work

(job/school/play), community, and leisure

integration or reintegration.

1.00 3.00 2.00 0.53 0.29 28 100.00% 100.00%

3

Safety awareness training during work

(job/school/play), community, and leisure

integration or reintegration.

1.00 3.00 2.00 0.53 0.29 28 100.00% 100.00%

Q47 - INTERVENTIONS: Effectively apply the following manual therapy techniques

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Soft tissue mobilization 25.00% 7 71.43% 20 3.57% 1 28

2 Lower extremity joint mobilization 39.29% 11 53.57% 15 7.14% 2 28

3 Upper extremity joint mobilization 35.71% 10 57.14% 16 7.14% 2 28

4 Spinal (cervical, thoracic and

lumbar) joint mobilization 42.86% 12 50.00% 14 7.14% 2 28

5 Peripheral HVLA Manipulation 25.00% 7 46.43% 13 28.57% 8 28

6 Spinal HVLA Manipulation 32.14% 9 42.86% 12 25.00% 7 28



Bottom 3 Box

Top 3 Box

1 Soft tissue mobilization 1.00 3.00 1.79 0.49 0.24 28 100.00% 100.00%

2 Lower extremity joint

mobilization 1.00 3.00 1.68 0.60 0.36 28 100.00% 100.00%

3 Upper extremity joint

mobilization 1.00 3.00 1.71 0.59 0.35 28 100.00% 100.00%

4 Spinal (cervical,

thoracic and lumbar) joint mobilization

1.00 3.00 1.64 0.61 0.37 28 100.00% 100.00%

5 Peripheral HVLA

Manipulation 1.00 3.00 2.04 0.73 0.53 28 100.00% 100.00%

6 Spinal HVLA

Manipulation 1.00 3.00 1.93 0.75 0.57 28 100.00% 100.00%

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q48 - INTERVENTIONS: Determine appropriate prescription for:

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Manual wheelchairs 10.71% 3 85.71% 24 3.57% 1 28

2 Motorized wheelchairs 7.14% 2 82.14% 23 10.71% 3 28

3 Seat cushions (ie Roho,

Jay) 10.71% 3 75.00% 21 14.29% 4 28



Bottom 3 Box

Top 3 Box

1 Manual wheelchairs 1.00 3.00 1.93 0.37 0.14 28 100.00% 100.00%

2 Motorized

wheelchairs 1.00 3.00 2.04 0.42 0.18 28 100.00% 100.00%

3 Seat cushions (ie

Roho, Jay) 1.00 3.00 2.04 0.50 0.25 28 100.00% 100.00%

Q49 - INTERVENTIONS: Effectively debrides with the following techniques:


1 Enzymatic debridement 10.71% 3 64.29% 18 25.00% 7 28

2 Autolytic debridement 14.29% 4 64.29% 18 21.43% 6 28



Bottom 3 Box

Top 3 Box

1 Enzymatic

debridement 1.00 3.00 2.14 0.58 0.34 28 100.00% 100.00%

2 Autolytic

debridement 1.00 3.00 2.07 0.59 0.35 28 100.00% 100.00%

Q50 - INTERVENTIONS: Effectively applies the following electrotherapeutic modalities:

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Electrical stimulation for pain

control 50.00% 14 50.00% 14 0.00% 0 28

2 Electrical stimulation for muscle

contractions 60.71% 17 39.29% 11 0.00% 0 28

3 Electrical stimulation for tissue

repair 28.57% 8 46.43% 13 25.00% 7 28

4 Directional or monophasic electrical stim treatments

28.57% 8 64.29% 18 7.14% 2 28

5 Electromyography 3.57% 1 50.00% 14 46.43% 13 28



Bottom 3 Box

Top 3 Box

1 Electrical stimulation for

pain control 1.00 2.00 1.50 0.50 0.25 28 100.00% 100.00%


muscle contractions 1.00 2.00 1.39 0.49 0.24 28 100.00% 100.00%


tissue repair 1.00 3.00 1.96 0.73 0.53 28 100.00% 100.00%

4 Directional or

monophasic electrical stim treatments

1.00 3.00 1.79 0.56 0.31 28 100.00% 100.00%

5 Electromyography 1.00 3.00 2.43 0.56 0.32 28 100.00% 100.00%

Appendix: Example Action Plan to address Identified Area of Our curriculum rated by more than

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q51 - INTERVENTIONS: Effectively applies the following physical agents:


1 Cold modalities 28.57% 8 71.43% 20 0.00% 0 28

2 Hot modalities 28.57% 8 71.43% 20 0.00% 0 28

3 Whirlpool 7.14% 2 42.86% 12 50.00% 14 28

4 Ice massage 25.00% 7 75.00% 21 0.00% 0 28

5 Ultrasound 25.00% 7 71.43% 20 3.57% 1 28

6 Paraffin bath 25.00% 7 75.00% 21 0.00% 0 28


1 Cold modalities 1.00 2.00 1.71 0.45 0.20 28 100.00% 100.00%

2 Hot modalities 1.00 2.00 1.71 0.45 0.20 28 100.00% 100.00%

3 Whirlpool 1.00 3.00 2.43 0.62 0.39 28 100.00% 100.00%

4 Ice massage 1.00 2.00 1.75 0.43 0.19 28 100.00% 100.00%

5 Ultrasound 1.00 3.00 1.79 0.49 0.24 28 100.00% 100.00%

6 Paraffin bath 1.00 2.00 1.75 0.43 0.19 28 100.00% 100.00%

Appendix

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q52 - INTERVENTIONS: Effectively applies the following mechanical modalities:

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Vasopneumatic compression 7.14% 2 53.57% 15 39.29% 11 28

2 Compression bandaging 3.57% 1 75.00% 21 21.43% 6 28

3 Compression garments 0.00% 0 85.71% 24 14.29% 4 28

4 Standing frame 10.71% 3 71.43% 20 17.86% 5 28

5 Tilt Table 10.71% 3 50.00% 14 39.29% 11 28

6 Traction (manual or

mechanical) 10.71% 3 82.14% 23 7.14% 2 28



Bottom 3 Box

Top 3 Box

1 Vasopneumatic

compression 1.00 3.00 2.32 0.60 0.36 28 100.00% 100.00%

2 Compression

bandaging 1.00 3.00 2.18 0.47 0.22 28 100.00% 100.00%

3 Compression

garments 2.00 3.00 2.14 0.35 0.12 28 100.00% 100.00%

4 Standing frame 1.00 3.00 2.07 0.53 0.28 28 100.00% 100.00%

5 Tilt Table 1.00 3.00 2.29 0.65 0.42 28 100.00% 100.00%

6 Traction (manual or

mechanical) 1.00 3.00 1.96 0.42 0.18 28 100.00% 100.00%

Appendix: Example Action Plan to address Identified Area of Our curriculumAppend 6ix: Example Action Plan to address Identified Area of our curriculum

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q53 - INTERVENTIONS: Effectively apply the following interventions for impairment of

balance, coordination, and agility.

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Developmental activities training 10.71% 3 82.14% 23 7.14% 2 28

2 Functional (motor control and motor

learning) training or re-training 25.00% 7 75.00% 21 0.00% 0 28

3 Neuromuscular education or

reeducation 35.71% 10 64.29% 18 0.00% 0 28

4 Postural awareness training, central

stabilization training 17.86% 5 82.14% 23 0.00% 0 28



Bottom 3 Box

Top 3 Box

1 Developmental activities

training 1.00 3.00 1.96 0.42 0.18 28 100.00% 100.00%

2

Functional (motor control and motor

learning) training or re-training

1.00 2.00 1.75 0.43 0.19 28 100.00% 100.00%

3 Neuromuscular

education or reeducation

1.00 2.00 1.64 0.48 0.23 28 100.00% 100.00%

4 Postural awareness

training, central stabilization training

1.00 2.00 1.82 0.38 0.15 28 100.00% 100.00%

Q54 - Provide patient/client and caregiver with clear and concise home/independent

program instruction at their level of learning and ensure the patient/client's

understanding of that program.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Provide patient/client and caregiver with clear

and concise home/independent

program instruction at their level of learning and

ensure the patient/client's

understanding of that program.

1.00 3.00 1.68 0.54 0.29 28 100.00% 100.00%

Q55 - Present contemporary topics/issues using current evidence and sound teaching

principles (e.g. case studies, in-services, journal article reviews etc.)

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Present contemporary topics/issues using

current evidence and sound teaching principles

(e.g. case studies, in-services, journal article

reviews etc.)

1.00 2.00 1.54 0.50 0.25 28 100.00% 100.00%

Appendix: Example Action Plan to address Identified Areas of Appendix: Example Action Plan to address Identified Area of our curriculumAppend 6:ix: Example Action Plan to address Identified Area of our curriculum

Q57 - Documentation & Communication:

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Document patient/client care, using

appropriate terminology and institutionally approved abbreviations.

60.71% 17 39.29% 11 0.00% 0 28

2 Interpret communication from other

health care professionals 39.29% 11 57.14% 16 3.57% 1 28

3

Audit/review documentation components of patient/client

management and facility procedures and regulatory requirements

25.00% 7 64.29% 18 10.71% 3 28

4 Comply with HIPAA/FERPA regulations 42.86% 12 57.14% 16 0.00% 0 28



Bottom 3 Box

Top 3 Box

1

Document patient/client care, using appropriate

terminology and institutionally approved

abbreviations.

1.00 2.00 1.39 0.49 0.24 28 100.00% 100.00%

2 Interpret communication

from other health care professionals

1.00 3.00 1.64 0.55 0.30 28 100.00% 100.00%

3

Audit/review documentation components of

patient/client management and facility

procedures and regulatory requirements

1.00 3.00 1.86 0.58 0.34 28 100.00% 100.00%

4 Comply with

HIPAA/FERPA regulations 1.00 2.00 1.57 0.49 0.24 28 100.00% 100.00%

Appendix 6

Q58 - Effective use of care extenders by performing the following:

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Appropriate supervision of the physical

therapist assistant and/or other support personnel

7.14% 2 67.86% 19 25.00% 7 28

2 Appropriate selection of patient/clients

for whom, and which procedures can be delegated to physical therapy assistants

7.14% 2 64.29% 18 28.57% 8 28



Bottom 3 Box

Top 3 Box

1

Appropriate supervision of the physical therapist

assistant and/or other support personnel

1.00 3.00 2.18 0.54 0.29 28 100.00% 100.00%

2

Appropriate selection of patient/clients for whom, and which

procedures can be delegated to physical

therapy assistants

1.00 3.00 2.21 0.56 0.31 28 100.00% 100.00%

Q59 - Understanding the relevance and impact of institutional accreditation at patient

care centers (e.g. JCAHO or CARF) on the delivery of physical therapy services.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Understanding the relevance and impact of

institutional accreditation at patient

care centers (e.g. JCAHO or CARF) on the delivery

of physical therapy services.

1.00 3.00 2.43 0.62 0.39 28 100.00% 100.00%

Appendix: Example Action Plan to address Identified Area of Our curriculumAppendix: Example Action Plan to address Identified Area of our curricul

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

jennifer.bell

Highlight

Q60 - Effectively provide consultation with physicians, family and caregivers, insurers,

and other health care providers to enhance patient outcomes.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Effectively provide consultation with

physicians, family and caregivers, insurers, and

other health care providers to enhance

patient outcomes.

1.00 3.00 1.68 0.54 0.29 28 100.00% 100.00%

Q61 - Utilize current literature to answer clinical/practice questions.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Utilize current literature to answer

clinical/practice questions.

1.00 2.00 1.46 0.50 0.25 28 100.00% 100.00%

Appendix Appendix: Appendix: Example Action Plan to address Identified Area of Our curriculum

Appendix: Example Action Plan to address Identified Areas

Appendix: Example Action Plan to address Identified Areaof Our curriculum

Q62 - Implement strategies to prevent and/or resolve conflict and seek resources to

resolve conflict when necessary.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Implement strategies to prevent and/or resolve

conflict and seek resources to resolve

conflict when necessary.

1.00 2.00 1.82 0.38 0.15 28 100.00% 100.00%

Q63 - Recognize individual and cultural differences and adapt behavior accordingly in all

aspects of care.

# Answer % Count




Total 100% 28



Bottom 3 Box

Top 3 Box

1

Recognize individual and cultural differences and

adapt behavior accordingly in all aspects

of care.

1.00 2.00 1.61 0.49 0.24 28 100.00% 100.00%

Q64 - Effectively promote health, wellness and prevention within the context of the

individual and the community

# Question Exceeded

Expectations

Met Expectations

Below

Expectations Total

1 Identify patient/client health risks

during the history and physical via a systems review

35.71% 10 64.29% 18 0.00% 0 28

2 Determine readiness for behavioral

change 25.00% 7 75.00% 21 0.00% 0 28

3 Identify available resources in the

community to assist in the achievement of the plan of care

25.00% 7 71.43% 20 3.57% 1 28

4 Identify secondary and tertiary effects

of disability 28.57% 8 67.86% 19 3.57% 1 28

5 Promote health/wellness in the

community 35.71% 10 57.14% 16 7.14% 2 28



Bottom 3 Box

Top 3 Box

1

Identify patient/client health risks during the

history and physical via a systems review

1.00 2.00 1.64 0.48 0.23 28 100.00% 100.00%

2 Determine readiness for

behavioral change 1.00 2.00 1.75 0.43 0.19 28 100.00% 100.00%

3

Identify available resources in the

community to assist in the achievement of the

plan of care

1.00 3.00 1.79 0.49 0.24 28 100.00% 100.00%

4 Identify secondary and

tertiary effects of disability

1.00 3.00 1.75 0.51 0.26 28 100.00% 100.00%

5 Promote health/wellness

in the community 1.00 3.00 1.71 0.59 0.35 28 100.00% 100.00%

Appendix: Example Action Plan to address Identified Appendix: Example Action Plan to address Identified Area of Our curriculum rated Appendix: Example Action Plan to address Identified Area

Append 6:x: Example Action Plan to address Identified Area of our curriculum

Q65 - Please take a moment to rate your proficiency relative to entry-level status in each

of the following categories:

# Question Above Entry-Level Entry-Level Below Entry-Level Total

1 Clinical reasoning 14.29% 4 85.71% 24 0.00% 0 28

2 Communication 50.00% 14 50.00% 14 0.00% 0 28

3 Cultural competence 42.86% 12 53.57% 15 3.57% 1 28

4 Evidence-based practice 35.71% 10 64.29% 18 0.00% 0 28

5 Ethical practice 39.29% 11 60.71% 17 0.00% 0 28

6 Humane and compassionate care 82.14% 23 17.86% 5 0.00% 0 28

7 Life long learning 75.00% 21 25.00% 7 0.00% 0 28

8 Patient and professional advocacy 39.29% 11 60.71% 17 0.00% 0 28

9 Patient education 32.14% 9 67.86% 19 0.00% 0 28

10 Practice management 3.57% 1 71.43% 20 25.00% 7 28

11 Professional behavior 71.43% 20 28.57% 8 0.00% 0 28

12 Serving people across the lifespan 42.86% 12 57.14% 16 0.00% 0 28

13 Teaching 17.86% 5 78.57% 22 3.57% 1 28

14 Use of outcome measures 25.00% 7 75.00% 21 0.00% 0 28

15 Working in teams 53.57% 15 46.43% 13 0.00% 0 28



Bottom 3 Box

Top 3 Box

1 Clinical reasoning 1.00 2.00 1.86 0.35 0.12 28 100.00% 100.00%

2 Communication 1.00 2.00 1.50 0.50 0.25 28 100.00% 100.00%

3 Cultural competence 1.00 3.00 1.61 0.56 0.31 28 100.00% 100.00%

4 Evidence-based

practice 1.00 2.00 1.64 0.48 0.23 28 100.00% 100.00%

5 Ethical practice 1.00 2.00 1.61 0.49 0.24 28 100.00% 100.00%

6 Humane and

compassionate care 1.00 2.00 1.18 0.38 0.15 28 100.00% 100.00%

7 Life long learning 1.00 2.00 1.25 0.43 0.19 28 100.00% 100.00%

8 Patient and

professional advocacy

1.00 2.00 1.61 0.49 0.24 28 100.00% 100.00%

9 Patient education 1.00 2.00 1.68 0.47 0.22 28 100.00% 100.00%

10 Practice management 1.00 3.00 2.21 0.49 0.24 28 100.00% 100.00%

2020 Exit Survey Follow Up/Action Plan

Ostertag Response Submitted 10.18.20

Curriculum Committee: Please find my responses below. I have also included a

few notes at the end regarding areas of instruction that I believe my course

content could reinforce, even though I am not the primary instructor. There are

areas to work on per this survey, such as development of prognosis and

delegation to PTAs, that we could all be threading through our courses and I think

that the courses I am responsible for can improve the delivery of this material.

Sue

Exit surveys are given to graduating third year students each year to evaluate the curriculum. There may

be many reasons why students indicate feeling less prepared with certain content areas. However, it is

important to address curricular deficits when and where possible.

Attached you will find the graduate survey results from the class of 2020. As you review the survey

results, you will see items highlighted in yellow that need to be addressed in the curriculum. These

items were identified as such if <73% of students reported feeling their education was adequate

regarding a given content area. Please review the information provided and identify content areas that

you were involved in teaching. For each of those areas, please complete the attached form for each

area identified as needing improvement that you were involved in teaching. Submit your responses to

the Curriculum Committee Chair (Jenn Bell) by 10/21/2020.

Type text hereType text hereAppendix 6: Example Action Plan to address Identified Area of our curriculum

Instructor Name: Susan Ostertag

Content Area: Tilt Table

In which course(s) do you cover this content: PT 567 and PT 568

1. Are you planning to teach this material this academic year?

a. Yes, I include it as one of many options to consider implementing into a plan of care to

promote verticalization, primarily post SCI and post TBI.

2. Do you think this question is an accurate question to assess student knowledge/skill? If not,

please provide alternate wording/question.

a. No I do not. Tilt tables are no longer used on a regular basis in clinical practice, and are

only one of many options for equipment now used to work on progressive

verticalization and standing.

b. Please delete the use of “tilt table”, and instead modify the item above “standing

frame” to be “equipment to promote verticalization” or “equipment to promote

supported standing” or something like that.

3. What action do you plan to take in order to improve this content area? Please include specific

goals, the expected time frame to achieve the goals, and any resources you need to be able to

reach the goals. If changes were made to your class after the graduating class took your course,

please summarize your changes and student feedback you have received since making the

changes.

a. I will plan to promote the use of various types of equipment, that ultimately depend on

resources at the specific clinical site such as standing frames or mechanical lifts or more

traditional tilt tables, to assist with incorporating supported standing into a plan of care

post neurological injury in PT 567 and PT 568. Use of pictures and lecture materials,

incorporation of theoretical premise behind use of such things as tilt tables (ie ANS

stimulation) will continue to be included in these courses.

b. Ideally I would like to be able to take the entire class to an In Patient rehab facility to

tour and see the equipment that they use. During this pandemic I don’t see that

happening this year, but I hope to include it for the Class of 2023 if possible.

Appendix: Examp

Append 6:ix: Example Action Plan to address Identified Area of our curriculum

Appendix


Content Area: CARF/JCAHO

In which course(s) do you cover this content: PT 572 primarily; briefly covered in PT 567/568


a. Yes. The primary course instructor has changed, and we are meeting in October to

discuss how we deliver the material covered in this course and what we can do to

improve the course in spring 2021.



a. I am unsure that it does, as it might be better to ask a more general question about their

awareness that there are accreditation standards for hospitals, rehab centers, and

skilled nursing facilities. Example: “Federal regulations of in-patient facilities” instead

of specific accreditation bodies such as CARF or JCAHO.

b. The students don’t find this material important, nor is it reinforced in clinical

experiences to my knowledge, so despite quizzing them on it ane discussing the material

in lecture it does not seem to stick.





changes.

a. I modified the manner in which I introduced and reinforced this material in PT 572 in

spring 2020.

b. I have not received any specific feedback on this material from the students for PT 572,

and would recommend that it be reinforced in other courses if the UMPT faculty feels it

is important enough to do so.


Content Area: Delegation to PT Assistants

In which course(s) do you cover this content: PT 567 and PT 568


a. Yes. I do not cover this in any detail nor am I responsible for the primary instruction of

this material. I think the entire faculty can assist with threading this content across the

DPT Curriculum.



a. Yes, and the only way it may be more accurate is to try and separate out IP from OP

settings





changes.

a. I will plan to incorporate PTA delegation into my PT 568 course in spring 2021 and PT

567 in Fall 2021. Specifically, I can refer to this content across the continuum of care

from Acute to IPR to Home Health and OP setting.

Other areas of concern identified on the Exit Survey from 2020:

1. Cranial Nerves: I reinforce this in PT 567 and PT 568, but am not the primary instructor for the

material.

2. Graphesthesia: I do not know who is responsible for covering all of the sensory testing listed. Is

this one that is required for some reason? I can incorporate it into PT 567 or PT 568 if required

in a more intentional and specific manner. Currently it is only mentioned in general. Perhaps we

can come to some agreement as faculty about what needs to be included in this area.

3. Development of Prognosis: I find this area one that we need to address as a group, and will

continue to reinforce this in my PT 567 and PT 568 courses.

Appendix: Example Action Plan to address Identified Areas of Our curriculum

Appendix: Example Action Plan to address Identified Area

University of Montana School of Physical Therapy and ...

Documents

Transcript of University of Montana School of Physical Therapy and ...