Guidelines for Evaluating Continuing Education Programs
Prior to enrolling in a continuing education program, determine your educational and professional goals and needs. Review promotional materials and brochures, which should contain the following elements:
- Clearly defined rationale for the program
- Clearly identified target audience
- Clearly identified instructional level*
- Stated learning outcomes
- Reasonable objectives, based on the length of the program
- Clearly delineated program description or outline
- Content is described based on best available evidence in practice
- Specified limit to the maximum number of participants for a demonstration course
- Clearly identified faculty qualifications
- Clearly identified instructional methods that are appropriate to the content
- Clearly identified source and number of CEUs
- Reasonable fee compared with other programs
- Continuing education provider's address and telephone number
- Clearly identified statement about the provider's fees and cancellation policy
- Course title that adequately represents the program content
- Attendee endorsements of the program
During a continuing education program, consider the following components of a high-quality continuing education program:
The Handout Materials:
- Were comprehensive and up-to-date
- Contained bibliographic references and original peer reviewed research appropriate to the program content.
The Instructor(s):
- Established rapport with the audience
- Reviewed the program objectives
- Were knowledgeable and provided up-to-date content, including citing scientific sources and discussed the strengths and weaknesses of the scientific evidence relevant to the topic.
- Used appropriate teaching methods for the stated learning outcomes
- Were open to questions and discussion
- Showed enthusiasm and generated curiosity for the content
- Were genuinely interested in the needs and concerns of the audience
- Used teaching strategies that engaged participants in active learning
- Used a variety of instructional methods
- Instructed at a pace that allowed the participants to process the content
- Maintained a teaching pace that was appropriate for the majority of the audience
- Occasionally summarized the content, reemphasizing key points
- Provided feedback to participants and appropriately responded to questions from the audience
Course Assessment Tools:
- Were available for use by participants to evaluate the program
- Assessed the achievement of the learning outcomes
The Environment:
- Was conducive to learning and met the physical needs of the participants
- Allowed for participant interaction
- Provided accommodations to individuals with special needs
Instructional Level*:
- Basic (1) - This level assumes that participants have little information within the areas to be covered so that the focus of the activity is a general orientation and increased awareness.
- Intermediate (2) - This level assumes that the participants have a general familiarity with the topic, so it focuses on increased understanding and application.
- Advanced (3) - This level assumes thorough familiarity with the topic and focuses on advanced techniques, recent advances, and future directions.
- Various (0) - This category indicates that a single level cannot be determined. It is intended for programs in which the instructional level may vary.
SS: An important component of any continuing education offering should be its emphasis on evidence-based practice. Methods of evaluating the inclusion of evidence throughout the course and its advertising will assist members in choosing courses wisely.
Standards of Quality for Continuing Education Offerings
Continuing education (CE) offerings for physical therapists and physical therapist assistants should meet the following minimal standards of quality:
- 1. Each CE offering adheres to APTA's policies and positions including the APTA's Code of Ethics, Standards of Practice, and should reflect the language and content of the Guide to Physical Therapist Practice, Second Edition (Phys Ther 2001 81:9-744).
- 2. Each CE offering is planned in response to needs identified for a particular group of physical therapists and/or the physical therapist assistants.
- 3. Each CE offering has specific written learning outcomes (objectives) based on identified needs.
- 4. Each CE offering is planned and conducted by qualified individuals.
- 5. Each CE offering must be based on referenced scientific evidence, reflect evidence in practice and clearly label personal experience or hypotheses.
- 6. Each CE offering provides program content and instructional methods based on the specified learning outcomes.
- 7. Each CE offering includes methods to evaluate a participant's attainment of the specified learning outcomes.
- 8. The provider of a CE offering furnishes information to potential participants on a CE offering that includes a course description, a course outline specifying the amount of time designated to each content area, a list of course presenters, the number of contact hours or continuing education units (CEUs), the target audience for the CE offering, and the requirements for successful completion of the CE offering.
- 9. The provider of a CE offering furnishes a supportive learning environment and learning resources.
- 10.The provider of a CE offering has an established process for developing and administering programs. This process ensures adherence to the Standards of Quality.
- 11. The provider of a CE offering issues certificates of completion to and records the participation of each individual who qualifies for the award of continuing education units (CEUs).
PROFESSIONAL DEVELOPMENT, LIFELONG LEARNING, AND CONTINUED COMPETENCE IN PHYSICAL THERAPY HOD P05-07-14-14(Program 65) [Position]
The American Physical Therapy Association (APTA) supports the concepts of continued competence, lifelong learning, and ongoing professional development as identified in APTA Vision Statement for Physical Therapy 2020 (Vision 2020), the Standards of Practice for Physical Therapy, and the Code of Ethics.
KEY ASSUMPTIONS
- Physical therapists recognize their responsibility toward professional development and lifelong learning based on the following key assumptions:
- Physical therapists are health care professionals who are obligated to engage in lifelong learning and are ultimately responsible for meeting or exceeding contemporary performance standards within their area(s) of practice
- Physical therapist practice:
- Encompasses the six elements of Vision 2020: autonomous practitioner, direct access, doctor of physical therapy, evidence-based-practice, practitioner of choice, and professionalism
- Includes practicing autonomously in all settings regardless of practice environment or business arrangements
- Is based on the seven core values of professionalism: accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility
- Is defined by the Guide to Physical Therapist Practice, the Standards of Practice for Physical Therapy, and the Code of Ethics
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Continued competence is a component of professional development that addresses the minimum requirements of contemporary practice
Physical therapists are obligated to participate in professional development:
- To ensure continued competence through the acquisition and maintenance of minimally acceptable standards of practice
- To strive toward the achievement of advanced knowledge, skills, and abilities for excellence in practice
- To support and advance the profession
Physical therapist assistants are health care providers, working under the direction and supervision of the physical therapist, who are obligated to engage in lifelong learning and are responsible for meeting and exceeding contemporary performance standards within their scope of work.
Physical therapist assistants are obligated to:
- Self-assess current levels of competence and areas of growth and development
- Strive toward the achievement of advanced knowledge, skills and abilities for excellence within their scope of work
- Support and advance the profession
DEFINITIONS
Competence: The possession and application of contemporary knowledge, skills, and abilities commensurate with an individual's (physical therapist or physical therapist assistant) role within the context of public health, welfare, and safety.
Continued Competence: The ongoing possession and application of contemporary knowledge, skills, and abilities commensurate with an individual's (physical therapist or physical therapist assistant) role within the context of public health, welfare, and safety and defined by a scope of practice and practice setting.
Lifelong Learning: The systematic maintenance and improvement of knowledge, skills, and abilities through one's professional career or working life. Lifelong learning is the ongoing process by which the quality and relevance of professional services are maintained.
Professional Development: The ongoing self-assessment, acquisition, and application of knowledge, skills, and abilities that meet or exceed contemporary performance standards described by continued competence and are commensurate with an individual's (physical therapist or physical therapist assistant) role and responsibilities within the context of public health, welfare, and safety.
DESCRIPTION OF PROFESSIONAL DEVELOPMENT
Professional development encompasses the entire scope of one's career beginning with professional education and continuing through one's professional life span. Professional development is an ongoing process of assessment and planned actions that provide the opportunity for:
- Maintaining and expanding knowledge and skills based on evidence
- Self-reflection about and facilitation of professional core values
- Autonomous practice within the context of one's practice setting
- Creating, anticipating, and actively responding to changes in an evolving health care system
- Induction into new responsibilities
- Acquisition of contemporary clinical and practice management knowledge, skills, and abilities
Professional development should include the use of a wide variety of methods for attaining new knowledge, skills, and abilities including participation in continuing education courses, academic courses, independent study, journal clubs, Association committees, advocacy events and training, volunteer experiences, mentoring experiences, and on-the-job training. All professional development experiences should be: based on an assessment of need; generated from outcome objectives; planned for successful, progressive learning; and evaluated for attainment of delineated outcomes. A variety of methods, settings, and types of experiences should be employed to best meet the acquisition of new knowledge, skills, and abilities.
ROLE OF THE ASSOCIATION
The Association has the responsibility to interpret the concepts and scope of physical therapist practice in a manner consistent with APTA's positions, standards, guidelines, policies, and procedures. Further, the Association has a responsibility to develop or encourage the development of policies, products, and services that address the current and future needs of members, the organization, and the profession in relation to career and professional development.
Relationship to Vision 2020: Professionalism
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