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Description of the session:• This session will

• Describe the American Board of Physical Therapy Residency and Fellowship Education (ABPTRFE) accreditation process and

• The application for an accredited residency, process and preparation may be challenging and guidance is not readily available yet.

• Have a panel discussion with 3 oncologic PT residency programs to describe:

• Current residency models,

• Benefits of residency, and

• A road map for developing residency programs including financial sustainability and return on investment, evidence‐based curriculum design, and program organization and logistics.

• This presentation will offer guidance on the steps necessary to determine the feasibility of and implementing in‐house residencies either as an independent entity or in partnership with others, as well as how to overcome any barriers. The linkage between residency education and the American Board of Physical Therapy Specialists (ABPTS) certification examination process will be described and benefits of residency, and introduction to the DSP and application process as it relates to ABPTRE accredited residency development and review.

What You Need to Know about Oncologic Physical Therapist Residency

G. Stephen Morris, PT, PhD, FACSM, Dept. Of Physical Therapy, Wingate University, President, Oncology Section, APTA

Lucinda (Cindy) Pfalzer, PT, PhD, FAPTA, Fellow in the American College of Sports Medicine (FACSM), IRC, Specialty Council on Oncologic Physical Therapy, ABPTS; Editor Rehabilitation Oncology; Professor

Emerita, University of Michigan‐Flint, Flint, MI 48502‐1950 Email: [email protected]

Ivan Mulligan, PT, DSc, SCS, ATC, CSCS, Chair, Associate Professor of Physical Therapy, Faculty Coordinator, Athletic & Orthopedic Health & Wellness Director, Sports Physical Therapy Residency Program, Saint

Francis University, Loretto, PA

Robert (Bob) Rowe, PT, DPT, DMT, MHS, FAAOMPT, Brooks IHL, Brooks Rehabilitation

Christopher M. Wilson, Jr. PT, DPT, DScPT, Geriatric Clinical Specialist, Physical Therapy Program, School of Health Sciences, Oakland University; Rochester, MI and Beaumont Health, Troy, MI.

Schedule: Two hour session• Intro and Learning Objectives (Steve: 10 mins)

• Overview of American Board of Physical Therapy Residency and Fellowship Education (ABPTRFE)

• Benefits of Accredited Residency (& certification)

• What is ABPTRFE

• What is an accredited residency program (Cindy 40 mins)

• New Quality Standards including Residency Administration, Policies, Curriculum, and human resources (Program Director, Program Coordinator and Faculty)

• Resources

• Snapshot of application process

• Mentorship, etc…

• 3 Panelists (20 mins each) Ian Mulligan, Bob Rowe and Chris Wilson,

• Q&A (10 mins)

Introduction & Background

• Residency Programs:

• Are postprofessional programs that occur after the graduate

physical therapist has obtained their license to practice

• Build on physical therapists’ foundational knowledge and

facilitate the development of advanced practitioners with

enhanced skills in a defined area of practice

• Candidates must be licensed in the state where the program is

located

• Require a minimum of 1,800 hours and in no fewer than 10

months and no more than 60 months.

Learning Objectives Participants will be able to:• Accurately describe the application process for a residency program and scope of the residency program and board certification oncologic physical therapy clinical specialization exam.

• Recognize the benefits of residency and/or board certification in oncologic physical therapy and the potential career opportunities it may provide.

• Develop a plan for creating a oncology residency program and assessing outcomes of a residency program and available resources

• Acquire a network of colleagues interested in developing a residency program or in pursuing a residency in oncologic physical therapy and/or clinical specialization.

• Develop a plan for applying to an oncology residency program and available resources.


• 2016 passage of the American Physical Therapy Association

(APTA) Board of Director’s motion by the House of Delegates

creating board certification in oncologic PT

• Allowed for:

• Oncologic Clinical Specialist Board Certification

• Development of accredited residencies which, in turn, allow

physical therapists to undertake a residency in oncologic

physical therapy

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• The Oncologic PT Residencies and Oncologic Clinical

Specialist Board Certification provide new opportunities for

professional advancement through recognition, increased

knowledge through study, and leverage in the practice and

education arenas.

Introduction & Background• Benefits of completing an accredited residency:

• Completion of an ABPTRFE accredited residency program is one

of the ways an individual can qualify to sit for the Specialist

Certification Exam.

• Those with residency training have demonstrated to score higher

than their non‐residency trained counterparts

• Development of reflective practice skills is a hallmark of residency

education of residency education;

• We know that clinical experience grounded in reflective practice is

an important component of the ongoing development of expertise.

Furze et al, 2016

• Graduates have higher incomes (Jones et al, 2008)

American Board of Physical Therapy Residency and Fellowship Education (ABPTRE)

• Serves as the accrediting body for the APTA for post‐professional residency and fellowship programs in physical

therapy (http://www.abptrfe.org/home.aspx)

• Is a voluntary, nongovernmental, peer‐review process that

occurs on a regular basis

American Board of Physical Therapy Residency and Fellowship Education (ABPTRE) –

Residencies: 246 Fellowships: 50 Total: 296

New Quality Standards (http://www.abptrfe.org/ForPrograms/Apply/)

• ABPTRFE has adopted new quality standards for clinical residency and fellowship programs.

• Reflect the collaborative efforts of ABPTRFE’s accredited programs, Board members, and industry professionals.

• Give clinical residency and fellowship programs the opportunity to demonstrate their individual level of quality through an outcomes‐focused approach to accreditation that offers them the flexibility to develop curricula that will produce advanced practitioners without stifling innovation.

New Quality Standards (http://www.abptrfe.org/ForPrograms/Apply/)

• ADOPTED: JUNE 21, 2017 EFFECTIVE: JANUARY 1, 2018 • ABPTRFE companion documents on website such as

• a glossary of terms, exhibits,

• a guidance template, and

• the contract disclosures checklist associated with the self‐evaluation template.

• Check back frequently for updates.

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Accreditation Guidelines

• Accreditation Handbook (.pdf)

• Rules of Practice and Procedure (.pdf)

* these documents have been removed as

ABPTRFE and their consultant are preparing to publish the new policies and procedures.

2018 Application Resources For Clinical Residency and Fellowship Programs

• Clinical Quality Standards (.pdf)

• Quality Standards Crosswalk (.pdf)

• Core Competencies of a Physical Therapist Residency (.pdf)

• FAQ: Quality Standards for Clinical Physical Therapist Residency and Fellowship Programs (.pdf)

• Application for Candidacy (.pdf)

• Clinical Self‐Evaluation Report Template (.pdf) New

• Description of Residency Practice (not on webpage yet)

The Accreditation Process

Recognition as a

Developing Program

Candidacy Accreditation

Information for Developing Residency Programs*please note the entire website will get overhauled once the new policies

are adopted and posted. Much of this information is not current.The following resources are for educators looking to develop residency and fellowship programs.Please note: Programs will comply with APTA's policies and positions. Programs will not place any resident in a clinical education experience where the clinic is in a referral for profit situation, that is, one in which a referring physician (medical doctor, doctor of osteopathy, podiatrist, dentist, or chiropractor) derives a financial benefit from the physical therapy services provided to the person who is referred. The situations to which this restriction applies include those in which: (a) the physician has an ownership interest in a physical therapy practice to which he or she refers, (b) the physician or the physician’s practice employs or contracts with physical therapists to provide physical therapy services within the physician practice, or (c) the physician’s income or bonus is directly or indirectly tied to the revenues of the physical therapy service to which he or she refers patients

• Benefits of Accreditation

• Requirements & Fees

• Apply for Accreditation

• Directory of Physical Therapy Residency and Fellowship Programs

• Updates for Residency and Fellowship Programs

• Assistive Resources

• ABPTRFE Cost Benefit Analysis Tool (.xls)

• Courses and Events for Residency and Fellowship Educators

• ABPTRFE Mentoring Resource Manual (.pdf)

• Guidelines for Filing Applications Electronically (.pdf)

• Additional Resources• Appeals ProcessA program may appeal the actions of

ABPTRFE when a program's application for candidacy is denied accreditation; when a program is denied accreditation, or when an accredited program has its accreditation withdrawn.(Last Updated: 10/12/2016 Contact: [email protected])

Overall Approach to Residency

• Academic mission and department (health system/medical center/university) vision

• Financial Sustainability

• Value of programs to the department

Analysis of Resources

1. Requirements of accrediting board (ABPTRFE)

5 Sections – Quality Standards*1.0 Mission, Goals, & Outcomes

2.0 Curriculum Design & Instruction

3.0 Program Delivery, Director, & Faculty

4.0 Program Commitment & Resources

5.0 Assessment, Achievement, Satisfaction, & Effectiveness

2. Financial Sustainabilitya) Resident salary, insuranceb) Dedicated time for mentors and

directorsc) Productivity standardsd) Didactic and professional

development resourcese) Ongoing value to the organization

3. Curricular Developmenta) Is there a need for collaboration?

4. Human Resourcesa) Job descriptionsb) Policies and Proceduresc) Retention and recruitment

*ABPTRFE 2018 are “Quality Standards”

Financial and Value Model

Basic model for residency

• Approximately 50 hours/wk. commitment

• Salaried, exempt employee?

• 10 hours/wk. residency director protected time

• 3 hours mentor protected time

Financial Model

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Timeline: Steps of Applying for Residency*

a) Path to accreditation

b) Differences between residencies and fellowships

*Considerations for program development

Steps to Creating a Programa) Forming a facultyb) Development of objectives

• Program• Resident or fellow• Expected endpoint

c) Development of curriculum• Description of Residency Practice• Supporting didactics• Clinical exposure

d) Development of program schedule• 52 week calendar (48?)• Weekly calendar

e) Development of resident assessment tools

Annual Program Reviewa. Feedback from graduates

b. Faculty meetings

Clinical & Academic Partnerships a. Value of partnership

• Align with departmental philosophy

• Elevate practice standards

• Better prepare highly qualified acute care faculty and clinical educators

b. Residency contracts

c. Overcoming obstacles• Incorporate technology given geographical distance

• Respond to fixed dates of academic classwork

• Establish and maintain more consistent expectations of residents

Recruitment, Retention & Marketing

a. Recruitment challenges and strategies

b. Retention of residents

• Engagement of current staff and elevates practice

• Quality improvement tied to strategic plan

• Relationships strengthen across departments and disciplines

Quality Improvement & Program Enhancement

a. Scholarly contributions

b. New initiatives

Pre‐implementation checklist

Key foundational elements that set a program up for success:1. Program fits within the strategic plan and overarching goals of department.

2. Department administration supports the program.

3. Program director that is passionate and invested and a backup faculty member that could step in as program director.

4. Pool of diverse staff skilled enough to be mentors.

5. Patient population and setting that allows the program to meet the curricular requirements.

6. Academic or clinical partners available to meet the needs of the curriculum.

7. Challenges and barriers thought out and proactively addressed.

8. A timeline developed that serves as a guide to accreditation.

Recognition as a Developing Program**This is outdated and will be overhauled.

• A program may obtain recognition as a developing program by:• Adopting a name that meets the requirements set forth by ABPTRFE;

• Hiring a program director who meets the requirements outlined in the Quality Standards;

• Submitting an Application for Candidacy on the form prescribed by ABPTRFE, and consult with staff as new timelines tracks for accreditation are being implemented.

• Submitting a nonrefundable application fee

• ABPTRFE will recognize the program if the program meets these requirements

Candidacy**outdated‐do not accept paper applications any more.

• *A program must be a recognized developing program in order to be eligible to apply for candidate status. A program interested in obtaining candidate status must:• Submit using new Accreditation Management System just launched.• Submit a nonrefundable application fee, and • Demonstrate that the program director has taken the Residency and Fellowship 101 course located online in the APTA Learning Center

*PLEASE NOTE: A participant who enrolls in a program prior to ABPTRFE's granting it candidate status will not be deemed to have graduated from an APTA‐accredited program even if ABPTRFE accredits the program before he/she graduates from the program.

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Purpose of Candidacy

• The purpose of requiring a program to attain candidate status is to ensure the program has done adequate planning and has the resources (eg, leadership, faculty, mentors, budget, patient/client population, facilities, equipment, curriculum, etc.) necessary to implement a physical therapy residency or fellowship education program.

• The attainment of candidate status does not guarantee that ABPTRFE will accredit the program.

APPLICATION FOR CANDIDACY

• ELIGIBILITY REQUIREMENTS

• GENERAL INFORMATION

• RESIDENCY/FELLOWSHIP PROGRAM INFORMATION

• PROPOSED PARTICIPANT PRACTICE SITES• DISTANCE EDUCATION

• ABPTRFE uses the definition of distance education established by the Higher Education Opportunity Act of 2008

• PROGRAM AFFIRMATIONS

• FEES• The program agrees to pay the application fee on the website

ELIGIBILITY REQUIREMENTSThe residency or fellowship program must meet eligibility requirements prior to submitting the Application for Candidacy.

Place a checkmark next to each of the following indicating the program meets eligibility requirements.

• ☐Mission: Communicates the program’s purpose and commitment to providing quality advanced education to physical therapists in a defined area of practice.

• ☐ Program Director/Program Coordinator (as applicable)

• ☐ Curriculum: Developed from the most recent DRP, DFP, or ABPTRFE‐approved analysis of practice.

• ☐ Admissions Criteria

• ☐ Faculty

• ☐ Proposed Participant Practice Sites (for initial accreditation – all clinical education sites or affiliated (non‐clinical) sites will receive an onsite visit)

Term of Candidate Status* *new timelines are coming into place. This is no longer applicable.

• Candidate status will become effective on the last day of the month in which ABPTRFE decides to grant the status. A program's candidate status will terminate on the earlier of:• ABPTRFE's granting the program accreditation (including a probationary accreditation) or denying the program's application for accreditation, or

• Two years from the date ABPTRFE granted the program candidate status.

PART III: QUALITY STANDARDS FOR CLINICAL PHYSICAL THERAPIST RESIDENCY AND

FELLOWSHIP PROGRAMS

(http://www.abptrfe.org/uploadedFiles/ABPTRFEorg/For_Programs/Apply/Forms/ABPTRFEClinicalQualityStandards.pdf)

1.0 MISSION, GOALS, & OUTCOMES

• Residency/Fellowship programs’ mission communicates the advancing education offered to increase a PT’s efficiency and improve outcomes.

• Mission identifies the program’s defined area of practice and promotes excellence in the field of physical therapy education by graduating competent practitioners.

• Mission guides the program’s operations and future growth.

• Program’s goals direct the efforts necessary for continued viability.

• Program’s outcomes identify the knowledge and competencies participants gain upon program completion.

• Key indicators demonstrate the achievement of the program’s mission, goals, and outcomes.

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QUALITY STANDARD 1.0 MISSION, GOALS, & OUTCOMESKEY ELEMENTS:

A residency/fellowship program meets this quality standard through the effective implementation and consistent documentation of the following key elements:

• 1.1 Mission statement communicates the program’s purpose and commitment to providing quality advanced education to PTs in a defined area of practice that results in enhanced patient care.

• 1.2 Program’s mission statement aligns with the sponsoring organization’s mission statement.

• 1.3 Program identifies goals that are reflective of the defined area of practice. The program goals support the achievement of the mission and communicate the ongoing efforts necessary to support continued sustainability.

• 1.4 Program develops outcomes that identify measurable behaviors reflective of the defined area of practice which describe the knowledge, skills, and affective behaviors participants gain upon completion of the program.

• 1.5 Program identifies key indicators it uses to annually monitor and measure the achievement of the program’s mission, goals, and outcomes. Key indicators form the basis for evaluating participant performance and determining program effectiveness.

QUALITY STANDARD 2 CURRICULUM DESIGN & INSTRUCTION

• Residency program focus on the advancement of PTs knowledge and practice.

• Curriculum design focuses the knowledge, skills, and affective behaviors the participant gains that improves patient outcomes, enhances professional competence, and emphasizes one‐to‐one mentoring.

• Curriculum development follows a structured, systematic process that ensures content validity in a defined area of practice.

• Curriculum • Allows the participant to achieve the program’s outcomes through advancing professional competence and education in scientific principles underlying practice applications.

• Integrates a variety of educational methods that support the theoretical basis for advanced practice and assessments grounded in scientific inquiry.

• Enhances the participant’s knowledge, skills, and affective behaviors through the integration of didactic instruction, focused practice, and application of evidence‐based practice principles.

QUALITY STANDARD 2 CURRICULUM DESIGN & INSTRUCTION KEY ELEMENTS:


2.1 Curriculum Development• Program’s comprehensive curriculum is developed from and addresses the most recent version of the Description of Residency Practice (DRP), or an ABPTRFE‐approved analysis of practice.

• All curriculum components complement each other to enhance the participant’s learning.

• Program’s curriculum organization ensures congruency between didactic and clinical components.

• Curriculum provides a structure for the designation of types, lengths, and sequencing of learning experiences that ensures the achievement of the program’s outcomes.

2.1.1 Program Structure

• Didactic and clinical curriculum permits participants to gain experience with a diverse patient population and a range of complexity of patient populations as characterized by DRP, or an ABPTRFE‐approved analysis of practice.

Description of Residency Practice (DRP)DescriptionSpecialty Practice (DSP)*we no longer use the DSPs. The relevant section (Chapter 2) of the DSPs are now embedded within the DRP• Describes the advanced knowledge, skills, and abilities for clinical practice in a specialty area

• Based on the results of an extensive practice analysis• Conducted by Specialty Councils and approved by ABPTS

• Guides the development of the certification exam

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Description of Specialist Practice (2017) Oncologic Specialist Certification Examination Outline

(http://www.abpts.org/Specialist_Certification/Oncology/Specialist_Certification_Examination_Outline__Oncology/)

The following is a summary, including the percent of exam questions for each of the major components of the DSP.

I. Knowledge Areas: 15%

II. Professional Roles, Responsibilities, and Values (16%)

III. Patient/Client Management Model (69%)


Examination Content Domain % of ExamI. Knowledge Areas 15%A. Foundation sciences 5%B. Clinical sciences 5%C. Behavioral sciences 5%


Examination Content Domain % of ExamII. Professional roles, responsibilities, and values 16%A. Professional behavior 2%B. Professional development 2%C. Communication 2%D. Social responsibility 2%E. Leadership 2%F. Education 1%G. Advocacy 1%H. Administration 1%I. Consultation 1%J. Evidence‐based practice 2%


Examination Content Domain % of ExamIII. Patient and client management expectations 69%

A. Examination 23%B. Re‐examinationC. Evaluation 14%D. DiagnosisE. PrognosisF. Intervention/instruction 27%G. Outcomes Assessment 5%

TOTAL 100%

Medical Conditions*The following list represents conditions that could be represented on the specialty exam. The list is meant to be a guide and is not comprehensive. Further, it is expected that consideration is given not only to the medical diagnosis of cancer, but also to the side effects and late effects of the treatments rendered to manage the disease, including but not limited to chemotherapy, radiation therapy, and surgery.

Types of Cancer– Breast– Prostate– Lung– Colorectal– Ovarian– Melanoma– Cervical– Uterine

– Bladder

– Testicular

– Pancreatic

– Leukemia

– Lymphoma

– Multiple myeloma

– Osteosarcoma

– Soft‐tissue sarcoma

– Central nervous system

– Brain

– Kidney

– Stomach

– Head and neck

– Thyroid

– Paraneoplastic syndromes*Kendra Harrington is currently working with APTA staff and then will work with Specialty Council about modifying this list into Primary Health Conditions for consistency with other DRPs and work of APTA

• Musculoskeletal

– Bone metastasis

– Hormonal depravation induced osteoporosis

– Pelvic pain, hypertonus, vaginal fibrosis

– Weakness

– Postural deviations from radiation‐related tissue contracture

– Loss of ROM

– Cording/axillary web syndrome

– Steroid myopathy

• Neurological– Nerve palsies (facial, spinal accessory, long thoracic)– Brachial plexopathies (radiation induced vs metastatic)– Lumbosacral plexopathies– Peripheral neuropathies– Balance dysfunction– Chemotherapeutic neurotoxicities– Falls– Gait abnormalities– Spinal cord compression– Brain and CNS metastasis

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•Integumentary

– Radiation fibrosis

– Phlebotoxicity

– Radiotherapy toxicities

– Skin extrusion

– Infection

• Cardiovascular and Pulmonary

– Deconditioning

– Cancer‐related fatigue

– Lymphedema

– Chemotherapeutic cardiotoxicities

– Interstitial pulmonary fibrosis

– Cachexia

– Vena cava syndrome

– Pulmonary metastasis

• Immunosuppressive

– Graft vs Host disease

– Scleroderma

– Thrombocytopenia

– Neutropenia

– Anemia

• End of Life

2.1.2. Patient Outcomes

• Curriculum design provides the participant with the knowledge, skills, and affective behaviors to manage patient care in support of improved patient outcomes through integration of didactic instruction, focused practice, and application of evidence‐based practice principles.

• Program effectively uses mentoring to guide participants through developing patient care plans based on best practices.

2.1.3 Educational Methods

• Program integrates a variety of educational methods to ensure participant’s advancing level of mastery.

• Educational methods are appropriate to each of the curriculum content areas and reflective of program outcomes.

2.1.4 Assessments:

• Program implements assessments designed to evaluate participant’s performance based on established measures.

• Program’s 4 formative and summative methods evaluate participant’s mastery of curriculum content based on performance measures and feedback provided in a timely manner.

• A variety of assessments evaluate participant’s initial and advancing levels of knowledge, practice, application of evidence‐based practice principles, and competence as characterized in DRP, or an ABPTRFE approved analysis of practice.

• At a minimum, 1 written examination and 2 live patient practical examinations are required throughout the program.

2.1.5 Residency Programs – Core Competencies

• Program integrates the following competencies when evaluating achievement of participant’s goals and outcomes.

• Program monitors and measures the achievement of participant’s 7 core competencies:

• Clinical reasoning ● Knowledge for specialty practice

• Professionalism ● Communication

• Education ● Systems‐based practice

• Patient management

2.2 Program Requirements

• Program demonstrates compliance with minimum requirements that provides PTs with learning experiences resulting in advanced professional competence and increased quality patient care.

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2.2.1 Program Length

• Program provides a systematic set of learning experiences that address the knowledge, skills, and affective behaviors participant needs to achieve the program outcomes within a set period of time.

• Residency programs are completed in no fewer than 10 months and in no more than 60 months.

2.2.2 Residency Program Hours

• Program offers a comprehensive curriculum that meets minimum required hours within the program’s area of practice.

• Residency programs require participants to complete a minimum of 1,800 total program hours including 300 educational hours and 1,500 patient‐care clinic hours inclusive of 150 hours of 1:1 mentoring throughout the program.

• Mentoring is conducted in‐person and the participant is the primary patient/client care provider for 100 of the minimum 150 mentoring hours.

2.2.3. Fellowship Program Hours: N/A

2.3 Program Delivery

• Program is conducted in settings or affiliated clinical sites where management and professional staff are committed to seeking excellence in education and patient care by demonstrating substantial compliance with professionally developed and nationally applied practice and operational standards while maintaining sufficient resources to achieve the mission, goals, and outcomes.

2.4 Mentoring Focus

• Program emphasizes the professional benefit of advanced clinical education through mentoring.

• Curriculum offers the participant individualized guidance on emerging and current best practices, patient care, and evidence‐based practice in a defined area of practice.

• Mentors provide comprehensive oversight and consistent feedback throughout length of the program focused on advancing participant’s knowledge and expertise in a defined area of practice.

2.5 Completion

• Program verifies that the participant meets completion requirements.

• Program director awards a certificate of graduation to the participant who completes the program.

• Certificate is issued in accordance with ABPTRFE Rules of Practice and Procedure Authorized Statement and signed by the program director and administrators of the sponsoring organization.

• A certificate is only issued once the participant completes all program requirements.

QUALITY STANDARD 3PROGRAM DELIVERY, DIRECTOR, & FACULTY

• Residency/Fellowship programs implement consistent procedures for adequately responding to patient and participant’s needs.

• Admissions criteria allows for equitable evaluation of the participant’s ability to be successful in the program and supports the program’s mission, goals, and outcomes.

• Qualified and experienced program director provides effective administrative leadership of faculty and oversees the delivery of a quality curriculum.

• Adequate support services facilitate the participant’s successful completion and achievement of program outcomes.

QUALITY STANDARD 3 PROGRAM DELIVERY, DIRECTOR, & FACULTY

KEY ELEMENTS:


3.1 Admissions Criteria

• Program publishes equitable admissions policies and verifies the participant is eligible to practice based on state requirements.

• Program implements consistent procedures for evaluating each prospective participant’s ability to be successful in the program and achieve their educational goals.

3.1.1 Fellowship Programs: N/A

3.1.2 Program Contract/Agreement/Letter of Appointment• Program ensures each participant signs a contract/agreement/letter of appointment prior to commencing the residency program.

• Contract/agreement/letter of appointment is in compliance with the ABPTRFE’s Contract Disclosures Check List.

3.2 Participant Orientation

• Program conducts orientation activities to familiarize the participant with program requirements including the mission, goals, outcomes, administrative policies, ABPTRFE quality standards, designated learning experiences, and evaluation processes.

3.3 Administrative Policies

• Program publishes equitable administrative policies and implements consistent procedures designed to protect the participant and program.

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3.3.1 Retention Policy

• Program implements appropriate retention policies and procedures including academic and clinical requirements participant must fulfill to maintain active status through graduation.

3.3.2 Remediation Policy

• Program implements appropriate remediation policies and procedures including criteria for program dismissal if remediation efforts are unsuccessful.

• Program establishes methods and timelines to identify and remedy unsatisfactory clinical or academic performance.

• Remediation policies are distributed to and acknowledged in writing by the participant.

• Program documents and implements any necessary adjustments to the participant’s customized learning plans, including remedial action(s).

3.3.3 Termination Policy

• Program implements an appropriate termination policy and procedures including termination of the participant who becomes ineligible to practice due to loss of license or for identified clinical or academic reasons (e.g., consistent underperformance or inability to successfully remediate participant).

• Program establishes procedures and timelines followed for termination. The program identifies the employment status of the participant should program termination occur.

3.3.4 Grievance Policy

• Program implements an equitable grievance policy including procedures for appeal that ensures due process for the participant, faculty, and staff.

• Additionally, the program publishes ABPTRFE’s grievance policy that a participant can follow if issues are not resolved at the program level.

3.3.5 Leave Policy

• Program establishes appropriate professional, family, and sick leave policies including how these leaves could impact the participant’s ability to complete the program.

3.3.6 Non‐Discrimination/Privacy/Confidentiality Policies

• Program documents compliance with applicable federal, state, and local regulations including nondiscrimination, privacy, and confidentiality policies.

3.3.7 Malpractice Insurance

• Program ensures that the participant maintains comprehensive malpractice coverage to cover all work conducted as part of the program which may or may not be provided through the sponsoring organization by the program.

3.3.8 Participant Tracking

• Program maintains a record of current and past program participants.

3.4 Program Director

• Program director possesses the qualifications and experience in operations, financial management, and leadership to administratively oversee all aspects of the program in support of the mission, goals, and outcomes.

• Program determines the role and responsibilities of the program director.

3.5 Program Coordinator

• Program coordinator is appointed if a program director does not meet the following required qualifications and clinical experience in the program’s defined area of practice.

• Program coordinator is responsible for overseeing the curriculum and ensuring it comprehensively incorporates the requirements in DRP, or an ABPTRFE‐approved analysis of practice.

• Program coordinator is a licensed PT who completed either • ABPTS board certification plus 1 year of clinical experience or an accredited residency/fellowship within the defined area of practice plus 1 year of clinical experience; or

• Obtained a minimum of 5 years of clinical experience in the defined area of practice.

3.6 Faculty

• Individuals qualified by education and experience comprise the program’s faculty based on their roles and responsibilities.

• Program’s faculty possess the academic background, professional experience, and ongoing professional development to ensure the delivery of quality residency education.

3.6.1 Quantity

• Program employs a sufficient number of faculty who possess demonstrated expertise in the defined area of practice including the appropriate credentials to support the program’s mission, goals, and outcomes.

• Program’s adequate number of faculty allow for:

• Teaching, mentoring, administration, individual counseling, supervision, research throughout the program, and

• Faculty activities that contribute to individual professional growth and development.

3.6.2 Qualifications

• Collectively, program faculty have the qualifications necessary to oversee and initiate the learning experiences of the residency program.

• Faculty qualifications include the following:

• Advanced clinical skills,

• Academic and experiential qualifications,

• Diversity of backgrounds appropriate to meet program goals,

• Expertise in residency curriculum development and design, and

• Expertise in program and participant evaluation. Judgment about faculty competence in a curricular area for which a faculty is responsible is based on:

• Appropriate past and current involvement in specialist certification and/or advanced degree courses,

• Experience as a clinician or academician,

• Research experience, and

• Teaching experience.

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3.6.3 Residency

• At least 1 currently ABPTS‐certified clinician serves on the faculty of the residency program and is involved in all major areas including curriculum development, clinical experience supervision, mentoring, and participant advising for those residency programs within an ABPTS‐approved area of specialty.

• Program ensures the participant receives mentoring from an ABPTS certified clinician in the area of specialty practice.

• For residency programs, not within an ABPTS‐approved area of specialty, the program documents at least 1 individual with substantial experience in that defined area of practice.

3.6.4 Fellowship: N/A

3.6.5 Residency Program Mentors Qualifications

• Mentors for residency programs are required to be PTs who are either:

• ABPTS board‐certified specialists in the program’s area of practice, or

• Graduate of an ABPTRFE accredited residency program in that area of practice, or

• Possess significant and current experience (minimum of 3 years) in the program’s area of practice.

3.6.6 Fellowship Program Mentors Qualifications: N/A

3.6.7 Professional Development

• Program provides ongoing professional development experiences for faculty to support their role(s) within the program.

• Faculty professional development experiences are designed to maintain and improve the effectiveness of the leadership and mentorship that results in program improvement.

QUALITY STANDARD 4 PROGRAM COMMITMENT & RESOURCES

• Residency programs’ facilities support excellence in practice and dedication to physical therapy services.

• Program and sponsoring organization comply with all accreditation and regulatory requirements including other nationally applicable laws and industry standards.

• Program maintains sufficient resources to achieve the mission, goals, and outcomes.

• Program retains sufficient quantity and quality of resources to enable the residency/fellowship program to accomplish its goals.

• Sufficient resources include adequate patient population, faculty, participant support services, staff, finances, access to relevant publications, equipment, materials, and facilities.

QUALITY STANDARD 4 PROGRAM COMMITMENT & RESOURCES

KEY ELEMENTS: A residency program meets this quality standard through the effective implementation and consistent documentation of the following key elements:

4.1 Patient Population

• Program’s patient population is sufficient in number and variety to meet the mission, goals, and outcomes.

• Program provides sufficient mentored clinical practice experiences for the most common diagnoses or impairments identified in DRP, or ABPTRFE‐approved analysis of practice.

• Other learning experiences (observation, patient rounds, surgical observations, etc.) provide sufficient exposure to less commonly encountered practice elements.

4.2 Educational Resources

• Program provides the participant and faculty access to current publications and other relevant materials in appropriate media to support the curriculum.

4.3 Support Services

• Program and sponsoring organization provides adequate support services that encourage and promote the participant’s successful completion.

4.4 Financial Resources

• Program maintains financial resources that are adequate to achieve the mission, goals, and outcomes and supports the academic integrity resulting in continued program sustainability.

4.4.1 Sponsoring Organization• For the protection of the program participant, the sponsoring organization demonstrates its support of the program, in part, by providing sufficient funding resources to sustain the program.

4.5 Teach‐Out Commitment

• Program and sponsoring organization commits to teaching out participants who are currently enrolled if it is deemed necessary to discontinue offering the program.

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QUALITY STANDARD 5ASSESSMENT, ACHIEVEMENT, SATISFACTION, &

EFFECTIVENESS • Residency programs conduct ongoing evaluation of the mission, goals, outcomes, faculty, curriculum, and participants in a commitment to continuous improvement.

• Program annually gathers data, monitors results, and analyzes information to determine the extent to which the mission, goals, and outcomes are achieved.

• Evaluation process is planned, organized, scheduled, and documented to ensure ongoing quality education in a defined area of practice.

• Participant performance is evaluated initially, on an ongoing basis, and at the conclusion of the program.

• Participant evaluation data are used to further focus learning and instruction and confirm achievement of the program outcomes.

• Data collected on the postgraduate performance of the participant is used to evaluate the program’s effectiveness and inform curriculum revisions.

QUALITY

STANDARD 5 ASSESSMENT, ACHIEVEMENT, SATISFACTION, & EFFECTIVENESS KEY ELEMENTS

A residency program meets this quality standard through the effective implementation and consistent documentation of the following key elements:

5.1 Program Assessment

• Program implements a plan and collects data from key indicators used to annually evaluate the achievement of its mission, goals, and outcomes.

5.2 Participant Progress

• Program establishes a consistent process for tracking the participant’s level of achievement of the program outcomes against identified benchmarks.

• Overall participant progress is assessed at regular intervals to ensure timely completion and appropriate progression of participant advancement.

5.3 Program Director and Coordinator Evaluation:

• Program establishes an annual process for evaluating the program director and coordinator (as applicable) including adequate administrative program oversight, evaluation of program participants, and appropriate allocation of resources against identified benchmarks based on responsibilities.

5.4 Faculty Evaluation:

• Program establishes an annual process for evaluating faculty which may include an assessment of teaching ability, professional activities, clinical expertise, mentoring, and adequate participant support.

• When determining faculty effectiveness, the program identifies benchmarks and gathers data from multiple sources.

• Mentor performance is evaluated through direct observations by the program director/coordinator.

• Annually, faculty receive feedback results for continuous improvement purposes.

5.5 Participant Post‐Completion Performance• Program regularly collects information about the post‐completion performance of the residency graduate which is used for program evaluation and continuous improvement.

5.6 Program Effectiveness • Program annually uses comprehensive outcomes data to inform curriculum revisions.

• Data guides the program’s continuous improvement efforts indicative of an ABPTRFE‐accredited residency program and provides evidence supporting the continued achievement of the mission, goals, and outcomes.

5.7 Outcomes Publication• Program annually publishes outcomes data that communicates program performance indicative of participant achievement.

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Mentoring Resources

ABPTRFE Mentoring Resource Manual (.pdf)

• Provides tools and resources to assist residency and fellowship programs in establishing or advancing their clinical mentoring, and faculty/participant evaluation procedures.

Successful Mentorship for Residency and Fellowship Education

• Online Course | 0.8 CEUs (8 contact hours/CCUs) Through a variety of interactive features including case studies, a comprehensive learning journal, and supplemental materials, this course guides individuals in how to design, implement, and evaluate mentoring experiences in post‐professional residencies and fellowships.

Application Process• A student may contact and apply to a program at any time. However, PT licensure is required to be a resident.

• Some residencies require a period of professional experience prior to applying, but not all programs ask this.

• A residency program may deny admission to a new graduate who has not yet sat for their state licensing examination.

• Some states offer temporary licensure to allow you to practice under the supervision of a certified PT while you await the passing of the board examination.

• Programs vary significantly in time requirements, clinical responsibilities, continuing education, and research involvement.

• The selection of a residency program should be based on the applicant's goals, learning style, and areas of interest. In addition to clinical hours and didactic coursework, some programs may offer the opportunity to participate in research, classroom teaching, observation with physicians, or in hands‐on work with athletic teams.

• Application deadline dates and interview schedules are dictated by each residency program individually. The time frame to begin and the length of the program may vary from program to program.

• Please visit the Residency/Fellowship Centralized Application Service (RF‐PTCAS) information page to apply to participating programs. For all further inquires, please contact the programs directly. *Please note this webpage will be going away when the ABPTREFE website is overhauled as RF‐PTCAS is now administered by the CAS staff (same staff now as PTCAS). They will be creating a separate website for RF‐PTCAS

(Last Updated: 11/6/2013 Contact: [email protected])

Admission Requirements• Residents enrolled in a clinical residency program must be licensed as a PT in the state(s) where the clinical training for the program will occur prior to commencing the program.

• Use of a temporary licensure to start residency training is program specific.

Foreign‐educated Physical Therapists (PTs)

• For those individuals educated outside of the USA, eligibility to participate in a residency program is dependent on the program.

• All individuals must be licensed to practice physical therapy in the state that clinical training will occur.

• For additional information on obtaining licensure for foreign‐educated PTs please review the APTA licensure webpage.


Costs• Each residency program is different. Some programs charge tuition and/or a fee, where others may provide a partial stipend or even a full salary with benefits.

• Applicants: Please visit the Residency Centralized Application Service (RF‐PTCAS) for details regarding costs and benefits for each program participating in the service. Please contact each program you are interested in directly for information regarding costs and compensation associated with each program.

• Information for Programs Information for residency programs about RF‐PTCAS, program policies, and program enrollment form *again, this webpage will be going away and a new RF‐PTCAS page will be developed this year.

• This is a free service being provided to our programs and they will find numerous benefits to this system.

• Pursuant to the ABPTRFE Rules of Practice and Procedure, APTA will enroll a program in RF‐PTCAS upon ABPTRFE granting the program candidate status. All enrolled programs must utilize RF‐PTCAS throughout their accreditation, including probationary accreditation and reaccreditation period(s).

• Benefits of RF‐PTCAS benefits RF‐PTCAS brings to applicants, programs, and the profession.

• Resources: RF‐PTCAS Program Manual (.pdf) and RF‐PTCAS Root Application Contents (.pdf)2017‐2018 Admissions Cycle (Last Updated: 7/16/2014 Contact: [email protected])

APTA Discounts

• Residents of a accredited residency program are eligible for the discounted post‐professional student APTA membership if enrolled full time in the accredited program when the therapist is due for membership renewal.

• Please refer to APTA Membership for Postprofessional Students webpage for information and forms required for this discounted membership rate.

• In addition, PTs are eligible for the same discounted rate for all APTA conferences while enrolled in an accredited residency program.

• the Combined Sections Meeting (CSM),

• APTA Conference & Exposition, and

• National Student Conclave (NSC)

Student Loans

• For information regarding federal loans, please review the Federal Student Loan Forgiveness Opportunities for Physical Therapists.

• Information regarding forbearance and deferment can be found on the Department of Education website.

• With respect to loans from private lenders, contact them and see what options they offer. Bear in mind that upon residency completion, you may receive a certificate from the program.

• In addition, should you sit for and pass the board certification exam through the American Board of Physical Therapy Specialties (ABPTS), you will earn credentials following your residency training. Some private loan lenders may require you to verify either, or both.


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Malpractice Insurance

• All program participants are required to have malpractice insurance that covers them during clinical care at all facilities during the course of the program.

• Please check with the program to determine if malpractice insurance is provided by the program to the participant or if the participant must obtain their own malpractice insurance policy

Oncologic Clinical Specialization Examination Applying for the Exam Option B in the Future: Graduate of a

Residency Program• ONLY Online applications are accepted. The online application system is accessible through www.abpts.org.

• Successful completion of APTA‐accredited post professional Oncology PT clinical residency in past 10 years

• Oncologic PT Residencies are being developed – go to the ABPTRFE website to learn more about residency programs (http://www.abptrfe.org/home.aspx) and for a listing of accredited residencies (0), candidate programs (1), or developing programs (3) go to: http://www.abptrfe.org/apta/abptrfe/Directory.aspx?navID=10737432672.

• May apply while enrolled in residency program, but must complete the program at least 1 month prior to the exam window.

• Must submit Case Reflection demonstrating specialty practice in oncologic PT

American Board of Physical Therapy Specialties

Ivan Mulligan, PT, DSc, SCS, ATC, CSCSChair, Associate Professor of Physical Therapy,

Co‐Director, Center for Rural Cancer Survivorship

Director, Sports Physical Therapy Residency Program,

Saint Francis University, Loretto, PA

Our Region

County PopulationHealth

Ranking (67)Health

Behaviors

Social & Economic Factors

Clinical Care

Cambria 136,411 63 32 55 36

Blair 125,593 47 62 28 24

Indiana 89,966 49 60 42 67

Clearfield 80,994 31 55 63 16

Somerset 75,522 36 48 44 58

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Clinical Care

• DiSepio Institute for Rural Health and Wellness

• Center for Rehabilitation: (Physical Therapy, Occupational Therapy, Speech Therapy)

• Specific treatment programs for those with musculoskeletal or neurological deficits following the diagnosis or treatment of cancer

• Exercise programming:

• Exercise Testing, Individual and Group Based Exercise Programs

• Individualized exercise prescription that are evidence based designed to reduced risk or relieve symptoms and enhance fitness in those diagnosed with cancer

• Next step in progression of the Center for Rural Cancer Survivorship• Framework modeled from Sports, Orthopedic, and Pediatric programs on campus

• Spoke and Hub approach• In house program and external partners• Based on DSP and synchronous and asynchronous educational modules

• Research component and possible teaching component included

• Anticipate applying for candidacy summer‐ fall 2018

Residency program www.francis.edu/crcs

BrooksIHL.org [email protected]

Bob Rowe, PT, DPT, DMT, MHS, FAAOMPT

Executive Director, Brooks IHL

APTA Board of Directors

BrooksIHL.org [email protected] [email protected]

Brooks Rehabilitation

• Brooks Inpatient Rehab Facility

• Brooks Aging Services

• Brooks Home care

• Brooks Outpatient Therapy

• Brooks Institute of Higher Learning (IHL)

– Academic Division of Brooks Rehab

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Brooks IHL Team Members• Executive Director• Administrative Team – 5

– IHL Manager– Education Coordinator – 2– Marketing and Promotion Coordinator– Program Assistant

• Residency/Fellowship Program– Program Coordinators – 8 – Mentors – 24

• Nursing Education Coordinator• PTA Program Coordinator• CEU Faculty – 61• Clinical Instructors ‐ ~220


Brooks IHL• Academic Division of Brooks Rehab

• CEU Courses – 40 CEU Courses Annually

• Residency/Fellowship Programs

• Student Clinical Internship Program– Place ~375 Students Annually

– Additional Education for Students

– Development Opportunities for CI’s

• Professional Development Activities


Brooks Residency/Fellowship Programs

• 6 PT Residency Programs– Orthopaedics (2007)

– Neurologic (2008)

– Geriatric (2010)

–Women’s Health (2012)

– Pediatrics (2014)

– Sports (in Candidacy Phase)

• OT Neurologic Fellowship program (2015)

• OMPT Fellowship (2010)


By the Numbers

• 120 Residency/Fellowship Graduates– 66 Practice within Brooks

– 48 are ABPTS Board Certified Specialists (10 sitting for the Exam this year; 8 OT Grads

• 22 OMPT Fellowship Graduates– 15 Practice Within Brooks (All FAAOMPT)

• Current Class– 25 PT

– 3 OT

– 6 Fellows in Training


Benefits to Brooks Rehab

• Clinician Recruitment

• Professional Development

• Clinician Engagement

• Brand Recognition

• Learning Culture


Unique Components of Residency/Fellowship

• No Tuition or Decreased Salary

• Residents Practice 40 hours/week

• ~300+ hours of Didactic Course Work

• ~150 hours of DLA’s

• Residency Foundation Courses

• 150 Hours of 1:1 Mentoring with PT

• OMPT Fellowship is 2 years FT

• All mentoring performed by ABPTS Specialist or FAAOMPT.

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Brooks Oncology Future

• MD Anderson’s Presence in Jacksonville

• Mayo

• Brooks Oncology Business Line

– Residency Developed Simultaneously

– Possibly July 2019 or 2020

Beaumont Health Oncology Rehabilitation Clinical

Residency

Chris Wilson PT, DScPT, DPT, GCS – Residency Program DirectorReyna Colombo, MA, PT – Administrative Director of Residency

Program

Beaumont Health

Recognition to

Candidacy to

Accreditation

Problem• Oncology Rehabilitation is not strongly addressed in

entry‐level PT/OT education– According to a Work Force study done by the APTA, only 5% of currently licensed therapist practice in the area of oncology

• Therapists with this level of expertise are scarce and of high value

• Proven market for these services but growth is being limited by lack of qualified therapists to manage these patients

• Need to train our own therapists to sustain program’s growth and expand to new markets

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Objectives

• Further Beaumont’s Oncology Rehabilitation program by offering a nationally recognized Oncology Clinical Residency Program

• Apply American Board of Physical Therapy Residency and Fellowship Education and APTA Oncology Section guidelines for specialty practice – Target to obtain Accreditation through ABPTRFE

• Internally develop new clinical staff who will specialize in the management of cancer rehab across the continuum of care

– promote staff retention

• Follow the guidelines of the National Institute of Health. “Toward a National Initiative in Cancer Rehabilitation: Recommendations from a Subject Matter Expert Group” 2016

Initial Development Steps

• Oncology administrator leadership, medical leadership then administrative leadership

• Model after newly published Oncologic DSP

• Beaumont pharmacist residency role‐model

• Developed pro‐forma for financial feasibility

• Worked with management engineering department for implementation of new program

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Goals of Residency Program• Increase knowledge and confidence of therapists to facilitate survivors’ integration into desired activity and improve their quality of life

• Prior oncology program implementations have increased the oncology referrals to Beaumont PT/OT

• Significant opportunity to grow OT oncology services as this has not proportionally grown with outpatient PT referrals

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Goals (Cont.)

• Strengthen and further integrate oncology rehabilitation program into overall survivorship program in anticipation of bundled payment

• Expand programs to underutilized traditional care and fee‐for‐service models

• Support hospital’s oncology program and initiatives to pre‐habilitate and rehabilitate patients during cancer treatment and beyond

• Integrate and reinforce quality of life measures as outcome measure/metrics (FACIT‐F)

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Current Plan• Leverage current resources internally and externally to provide a curriculum for one of the first oncology rehabilitation clinical residencies for therapists in the nation

• For first 2‐3 years focus on enrolling currently employed therapists in a hybrid practice/residency module– Due to patient care demands, therapists do not have opportunity to learn and experience Beaumont resources and programs for cancer

• We aspired to be the first Midwestern healthcare system to offer this residency

Curriculum Highlights• 12 month clinical residency • Rotations and exposure through PT/OT specialty settings of

major diagnosis types• Rotations and exposure to entire cancer continuum of care• Example experiences:

– Partnership with Oncology Physician Fellowship Program • Lectures, rounding, continuity clinic participation

– Community presence and activities (i.e. Gilda’s club, health fairs)– Royal Oak Oncology IPR Unit– Medical Oncologists, Radiation Oncologists, Surgeons, PMR – Nurse Navigators, Social Workers, Dieticians, Oncology nurses– Multidisciplinary clinics and tumor boards– Survivorship Clinics– Specialty training in PT treatments unique to cancer

• (lymphedema, survivorship exercise and wellness, pelvic floor rehab, breast cancer rehab, neurological cancers, inpatient rehabilitation, pediatrics, etc)

Events already completed

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Candidate Model (Internal)• 12 months for experienced PT in oncology rehab

– Current employee of Beaumont wishing to expand clinical skills and knowledge and develop programs in oncology

– Target patients in oncology in their clinical setting

– Opportunity for training in other areas of practice

– ~250 hours of clinical time/annually (5 hours/week)

– Additional residency demands will utilize resident’s own time outside of work hours

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Hybrid Educational Model

• 11 core modules lasting 3‐6 weeks each

• Each 6 week module has:

– Clinical mentoring with a content expert in the area (~20+ hours)

– Observation experiences (5‐7 hours)

– Academic coursework and readings on own time (~5 hours per week)

– Final examination online

• Longitudinal capstone project for a publishable case study or research project

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Prerequisite Sequencing Module Title Duration Total Weeks

None First course ONC 601 ‐ General Cancer Concepts 6 weeks 6ONC 601 Second

courseONC 602 ‐ Prevention, Intervention and Sustainable Wellness Model (PRISM) rehabilitation care models

6 weeks 12

ONC 601, ONC 602

May be taken in any order after 601 and 602 completed

ONC 603 ‐ Gastrointestinal, Gynecological and Genitourinary Cancers

6 weeks 18

ONC 601, ONC 602

ONC 604 ‐Breast Cancer Rehabilitation 6 weeks 24

ONC 601, ONC 602

ONC 605 ‐Psychosocial Aspects of Cancer Rehabilitation

4 weeks 28

ONC 601, ONC 602

ONC 606 – Acute Illness in Cancer 6 weeks 34

ONC 601‐ONC 606

May be taken in any order after 601‐606 completed

ONC 607 ‐ Head and Neck Cancers and Bone Cancers

3 weeks 37

ONC 601‐ONC 606

ONC 608 ‐ Palliative Care and Hospice 3 weeks 40

ONC 601‐ONC 606

ONC 609 ‐ Lymphedema Management 3 weeks 43

ONC 601‐ONC 606

ONC 610 ‐Lung, Thoracic and Cancers of the Circulatory System

3 weeks 46

ONC 601‐ONC 610

Final course ONC 700 – Capstone Project* 4 weeks 50

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Example Core ModuleCore Modules

(1‐2 months per

module)

Didactic Coursework

(readings, videos, journals)

Hands on experiential

knowledge

Observational experiences

(multidisciplinary team

members and site visits)

Written examination

ONC 601 ‐

General

Cancer

Concepts – 2

months

DeVita Chapters

Stubblefield

Chapters

Wilson Cancer

Survivorship ppt

Jawad Rad Onc

Slides

History of

Oncology rehab

at Beaumont

Grants and

Foundations

IDT members

Articles TBD

20+ hours of 1

on 1

mentoring pt

care

Attend a

tumor board

Interview

oncology

nurse

navigator and

tour local

cancer center

Oncology

nursing huddles

Four hours

shadowing

medical

oncologist

1‐2 hour tour of

radiation

oncology

department

Meet with

Beaumont

Foundation

representative

to discuss role

Written test

must be

completed

before

advancement

to next

module with

a score of

80% or

equivalent

evidence‐

based term

paper

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Sample Resident ScheduleSunday Monday Tuesday Wednesday Thursday Friday Saturday

7 AM8 AM Didactic 1:1 Mentoring

(0.5 hrs)MDC or Tumor Boards or Shadowing

1:1 Mentoring 1:1 Pt client record review

9 AM Didactic 1:1 Mentoring MDC or Tumor Boards or Shadowing

1:1 Mentoring Clinic (CA pts)

10 AM Clinic (CA pts) Clinic (CA pts) MDC or Tumor Boards or Shadowing

Clinic (CA pts) Clinic (CA pts)

11 AM Clinic (CA pts) Clinic (CA pts) Clinic (CA pts) Clinic (CA pts) Clinic (CA pts)

Noon Lunch Resident Meeting/ Journal Club

Lunch Mentor/ Resident Feedback Mtg

Lunch

1 PM Clinic (CA pts) Clinic (CA pts) Clinic (CA pts) Clinic (CA pts) Clinic (CA pts)





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Capstone Project Required

• Program development and implemented in a new area of growth including a marketing plan, training plan and a deliverable product

• Service learning project

• Publishable research or clinical case study regarding quality, safety, efficacy, efficiency or outcomes – Shared with Beaumont team members and external audiences

– Share at Michigan Physical Therapy Association and American Physical Therapy Association meetings

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Sample Moodle Page

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External or New Grad Candidate Beyond year 1

• 12 month for a new graduate or external candidate

– Signed on to a 1 year contract at a reduced rate to offset educational costs

– 75% of a fulltime therapist salary

– 75% clinical productivity

Library Guide from Medical Library• http://beaumont.libguides.com/pmrresidencyguide

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References• American Board of Physical Therapy Residency and Fellowship Education (ABPTRFE) About ABPTRFE, webpage accessed

January 30, 2018, http://www.abptrfe.org/About/

• ABPTRFE What is residency, webpage accessed January 30, 2018, http://www.abptrfe.org/ResidencyPrograms/About/

• ABPTRFE Residency Program: Application Process, webpage accessed January 30, 2018, http://www.abptrfe.org/ResidencyPrograms/ApplicationProcess/

• ABPTRFE, About Clinical Residency Programs (Curriculum), webpage accessed January 30, 2018, http://www.abptrfe.org/ResidencyPrograms/About/ClinicalResidencyPrograms/

• ABPTRFE, Residency Programs: Admission Requirements, webpage accessed January 30, 2018,http://www.abptrfe.org/Residency/ApplicationProcess/Requirements/

• ABPTRFE, Residency Programs: Costs, webpage accessed January 30, 2018, http://www.abptrfe.org/Residency/ApplicationProcess/Costs/

• ABPTS Oncologic PT DSP Examination Content Outline 2017 (Chapter 2 & Chapter 4)

• Specialist Certification, ABPTS webpage accessed January 30, 2018, , http://www.abpts.org/Certification/

• Specialist Certification: Oncology, ABPTS webpage accessed January 30, 2018, http://www.abpts.org/Certification/Oncology/

• ABPTRFE. Information for Developing Residency & Fellowship Programs, webpage accessed January 30, 2018, http://www.abptrfe.org/ForPrograms/Developing/

• Furze G, Doherty PJ, Grant‐Pearce C. Development of a UK national certification programme for cardiac rehabilitation (NCP‐CR). British Journal of Cardiology. 2016 Jul 13:102‐5.

Q & A

Take Home Messages

More time to discuss resideny from 2:10 to 3 pm Friday in Cambridge room at Hilton

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Documents

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