APTA Accreditation Department
Self-study Workshop: Scholarship Examples
NEXT 2015
4B
Each core faculty member has a well-defined, ongoing scholarly agenda that reflects
contributions to: (1) the development or creation of new knowledge, OR (2) the critical analysis
and review of knowledge within disciplines or the creative synthesis of insights contained in
different disciplines or fields of study, OR (3) the application of findings generated through the
scholarship of integration or discovery to solve real problems in the professions, industry,
government, and the community, OR (4) the development of critically reflective knowledge
about teaching and learning, OR (5) the identification and resolution of pressing social, civic,
and ethical problems through the scholarship of engagement.
Questions: For each of the following examples of completed Faculty Scholarship Form:
1.
2.
3.
4.
What represents complete information?
What represents incomplete information?
What represents unnecessary information?
Is there a clear relationship between the principle focus (topics of scholarly inquiry), goals,
products, & ongoing activities?
5. Do the ongoing or planned activities provide specific expected venues and timelines for
dissemination in a peer reviewed format?
1
Scholarship Sample # 1 OR…What’s wrong with this?
Core Faculty Name and Credentials:
Date Form Completed: 05/2015
Date of Hire: 08/2008
Principal Topics of Scholarly Inquiry
Peer Reviewed Scholarly Accomplishments
Completed During the Past 10 years.
Cite scholarly accomplishments that have
been disseminated in a peer reviewed format.
Provide complete bibliographic citations for
all publications or presentations. For other
types of accomplishments provide a brief
description that includes the dissemination
format and peer review process.
Use only abbreviations that would be widely
known.
Don’t forget the NAME!!!
Total years as a core faculty member in any PT program: 7
Evaluating the effectiveness of educating parents in therapeutic interventions
Grants:
Clinical Research Grant through the Section on Pediatrics, American Physical
Therapy Association, (2010, June). Unfunded
Peer Reviewed Publications:
Effects of an early intervention on bone health. [Abstract] Osteoporosis International,
April 2009:16(Supplement 4): Addendum.
Peer Reviewed Presentations:
Effects of an early intervention on bone health. Poster session presented at the 6th
Annual Osteoporosis Symposium, Washington, DC, February 2006.
Managed Care, MA APTA Annual Conference, Cape Cod, 2000.
If want to include both
presentation & abstract – do it
this way!!
Poster Presentation / Published Abstract:
Roy, E. Effects of an early intervention on bone health. CSM, San Diego, Feb 2010.
Abstract Pediatric Physical Therapy, February 2010: 18(1):97-98.
Roy E and Padgett B. Third International Conference on Healthcare Systems,
Wheeling WV, 2009
Invited Presentations
1. Use of Assistive Devices; Guest lecturer for graduate nursing students; 2014.
2. Differential Diagnosis – Cardiopulmonary Assessment and Treatment; tDPT
students; adjunct lecturer, Transpotomac College, VA, 2009, 2010, 2011
Specific Measurable Scholarship Goals
These goals should minimally reflect 2
accomplishments that will be disseminated in
a peer review format over the next 4 years.
Ongoing/Planned Scholarly Activities Related
To Above Goals
For each of the above goals, list the related
ongoing or planned scholarly activities
including the project title, your role in the
project, target dissemination source and
estimated timeline for dissemination.
Other:
1. As part of StepUP group have contributed to article: Smith , A., Jones, Q. and the
StepUP group. “Evaluating Interventions”. Pediatric PT Journal, August 2008.
2. Developed relationship with area pediatric facilities to increase student contact
and allow for a ‘real-life’ case study assignment
3. Completed tDPT
4. Successfully developed course materials for online component of pediatric course.
5. Develop at least 2 power point presentations per courses taught
6. Coordinated program’s Self-study Report
7. Panel Member: Visions for the Future: Transpotomac College Assembly, Jan '07
9. APTA CI Credentialing and Training Program, Boston, MA; November, 2011.
1. Increase scholarly activity; participate in data collection
2. Develop effective teaching tools for early childhood development
3. Obtain certification in cardiopulmonary
Target Source and
Dissemination
Timeline
Relate
d Goal
#(s)
Project Title
3
Take courses for CP certification
1
Be instructed to collect data for StepUP
Group
1
Reliability study with K. Smith, PT
1
Submit IRB proposal for student research
projects
primary
Poster presentation,
CSM Spring 2013
1
Reviewer for books
Primary
Ongoing
Primary
Ongoing
Primary
@ semester
Primary
Spring 2015
Role in
Project
Fall 2010
Site
Evaluator
Data
collection
Possible poster, NLN
2012-2013
Add rows as necessary
1
Ongoing revision of course content in
major subject areas; develop case based
learning modules
Provide physical therapy services (pro
bono) 5 hours /week
1
Supervise research projects for 2
students.
1,2
-2-
Scholarship Sample # 2: Or…How NOT to complete the form
Core Faculty Name and Credentials: Sally Top, PT, MS
Date Form Completed: 01/2012
Faculty Information
a. Date of hire
b. Rank
c. Type of appointment
Principal Topics of Scholarly Inquiry
Peer Reviewed Scholarly Accomplishments
Completed During the Past 10 years.
Cite scholarly accomplishments that have
been disseminated in a peer-reviewed
format. Provide complete bibliographic
citations for all publications or
presentations. For other types of
accomplishments provide a brief
description that includes the dissemination
format and peer review process.
Use only abbreviations that would be
widely known.
Specific Measurable Scholarship Goals
These goals should minimally reflect 2
accomplishments that will be disseminated
in a peer review format over the next 4
years.
Number each goal
Current form does not ask rank or
type of appointment
a. 01/01/2011
b. Assistant Professor
c. Tenure Track
Neurological rehabilitation
and health policy.
Neuromuscular Electrical Stimulation and the Reduction of Glenohumeral
Subluxation after Acute Spinal Cord Injury: A Case Series. Sally Top, PT, MS,
Mary Downs, PT, Peter Pan, MD. Under final review by ASIA.
1. Scholarship of Discovery:
a. Pilot project on the use of electrical stimulation to reduce shoulder
subluxation in patients with acute spinal cord injury. Data collection completed.
Final preparation of the manuscript was completed in the summer of 2011.
Manuscript was submitted to the Journal of Neurological Physical Therapy and
is currently under review for publication. It was also submitted as an abstract
for presentation at the American Spinal Injury Association’s annual conference
(summer 2013).
b. Single-case design conducted over the summer of 2012 examining the
physiological effects of standing and exercise on a patient with Friedreich’s
Ataxia. This work was assisted by three second-year physical therapy students
to satisfy, in-part, their research requirements. The presentation of their
proposal for this project will take place in the spring of 2013.
c. Following completion of my dissertation, I plan to apply for platform or poster
presentation at the APTA Combined Sections Meeting for 2014.
My goal for the next five years is to develop a research line in the areas of adult
neurologic and cardiovascular/pulmonary physical therapy. I am currently
working to identify gaps in the existing literature and to interact with clinicians to
help identify clinically relevant research directions. Thus far my research has
involved investigations of the efficacy of clinical interventions. I have an interest
in research regarding the prevention of SCI and the reintegration of patients
following SCI.
2. Scholarship of Integration:
a. Following completion of my dissertation, I will be presenting the findings to a
group of hospital administrators in the region. These administrators have asked
me to share my findings to help guide their resource allocation and lobbying
efforts.
b. I have been contacted by publishers requesting me to begin conducting
reviews of physical therapy textbooks. I anticipate that I will begin reviewing
texts in the spring of 2012.
3. Scholarship of Application/Practice:
I am able to address this area through the work I am conducting at the Denny
Center. My role there has been to help clinicians design and implement
research programs, to collect and analyze their research data, and to help them
determine if the results can or should influence their choices of treatments or
program development. I expect that my work with the Denny Center will evolve
-3-
into more clearly differentiated research lines targeting interventions for
patients with spinal cord injuries.
I am one of six members of a Denny Center task force currently pursuing
funding for a project looking at the reintegration of patients with SCI sustained
through violence. We are hoping to establish a mechanism to reduce
participation in risky behaviors and to help reduce likelihood of injuries to other
individuals from at-risk neighborhoods. The project is a joint effort between
physical therapy, case management, Bridge Program representatives, and
physicians. Preliminary project details will be shared with the International
Spinal Cord Society (ISCoS) in 2014. We expect this project to advance over
the next 5 to 10 years.
Ongoing/Planned Scholarly Activities
Related To Above Goals
For each of the above goals, list the related
ongoing or planned scholarly activities
including the project title, your role in the
project, target dissemination source and
estimated timeline for dissemination.
Related
Goal #(s)
Project Title
Role in Project
Manuscript submitted for
publication.
Manuscript to be submitted for
publication.
Submission of dissertation for
platform or poster presentation
at APTA Combined Sections
Meeting 2014.
Presentation of dissertation
research to Orlando hospital
administrators.
1a
1b
Add rows as necessary
1c
2a
Target Source
and Timeline
for
Dissemination
Summer 2011
Summer 2013
Winter 2014
Winter 2012
2b
Textbook reviewer.
Spring 2012
3
Ongoing research with the
Shepherd Center.
Ongoing
Narrative
Scholarly accomplishments are expected
to relate to the principal topics of scholarly
inquiry, scholarship goals and scholarly
activities. All accomplishments should
meet the definition of scholarship as
defined in the Introduction to the Self-study
Report and the Position Paper. If these
relationships are not obvious, provide a
narrative description.
Delete this row if not using especially
if only thing on the page!
-4-
FACULTY SCHOLARSHIP FORM (F-3) (11/7/05)
Provide selected activities during past 10 year period
Core Faculty Name and Credentials: Noreana Russo
Date Form Completed: 2/17/15
Date of Hire: 4/1/12
Total years as a core faculty member in any PT program:
Principal Topics of Scholarly Inquiry
Women's Health, Incontinence, Aspects of Patient Care,
Peer Reviewed Scholarly Accomplishments
Completed During the Past 10 years.
Cite scholarly accomplishments that have
been disseminated in a peer-reviewed
format. Provide complete bibliographic
citations for all publications or
presentations. For other types of
accomplishments provide a brief
description that includes the dissemination
format and peer review process.
Peer-reviewed Publications:
1. Benson M, Russel K, Russo N. Urinary Incontinence: The Silent
Embarrassment of Female Athletes. Spectrum: Journal of Student
Research at Potomac University 2014;4(1):24-33.
Use only abbreviations that would be
widely known.
Specific Measurable Scholarship Goals
These goals should minimally reflect 2
accomplishments that will be disseminated
in a peer review format over the next 4
years.
Grants Funded:
1. 2013- Lewis P, Morse J, and Russo N. The Incidence of Depression
and Stress in Doctor of Physical Therapy Students. Sponsored School
of Health Sciences.($250.00).
1. Explore incontinence as it occurs among college female athletes and the
impact of pelvic floor and core strengthening on incontinence incidence.
2. Explore the incidence of depression and stress and in physical therapy
students. Investigate correlations between student demographics and lifestyle
habits with incidence of stress and depression in order to develop
recommendations for decreasing these variables during graduate PT
education.
Number each goal
Ongoing/Planned Scholarly Activities
Related To Above Goals
For each of the above goals, list the related
ongoing or planned scholarly activities
including the project title, your role in the
project, target dissemination source and
estimated timeline for dissemination.
Add rows as necessary
Related
Goal #(s)
Project Title
Role in Project
1
The Silent Embarrassment of
Female Athletes
Mentor
2
The incidence of depression
and stress in DPT students
Mentor
2
The incidence of depression
and stress in DPT students
Narrative
Scholarly accomplishments are expected
to relate to the principal topics of scholarly
inquiry, scholarship goals and scholarly
activities. All accomplishments should
meet the definition of scholarship as
defined in the Introduction to the Self-study
Report and the Position Paper. If these
relationships are not obvious, provide a
narrative description.
-5-
Mentor
Target Source
and Timeline
for
Dissemination
Poster, CSM
2015
Platform
presentation
ELC 2015
PT Education
Journal
December
2015
Scholarship Sample # 3: Mostly Good, What Would You Change?
Core Faculty Name and Credentials: Larisa Reed Hoffman, PT, PhD
Form Completed: 9/24/09
Date of Hire: 4/30/08
Total years as a core faculty member in any PT program: 1 year
Principal Topics of Scholarly
Inquiry
Peer Reviewed Scholarly
Accomplishments Completed
During the Past 10 years.
Cite scholarly accomplishments
that have been disseminated in a
peer-reviewed format. Provide
complete bibliographic citations
for all publications or
presentations. For other types of
accomplishments provide a brief
description that includes the
dissemination format and peer
review process.
Use only abbreviations that would
be widely known.
Influence of different physical therapy interventions on children, adults, and the elderly with
neurological disorders, specifically:

electrical stimulation protocols

repetitive task practice

strength training
Peer-reviewed Publications:
1. Hoffman, L. R. & Field-Fote, E. C. (2007). Cortical Reorganization Following
Bimanual Training and Somatosensory Stimulation in Cervical Spinal Cord Injury.
Physical Therapy, 57, 208-223.
Peer-reviewed Presentations:
1. Hoffman, L. R., Case, E. D. , & Field-Fote, E. C. (2009, June). Practice-Related
Plasticity: Functional and Cortical Changes in Individuals With Cervical Spinal Cord
Injury Following Four Different Hand Training Interventions. Presented at APTA
Annual Conference and Exposition, Baltimore, Maryland.
2. Hoffman, L., Case, E., Ferrington, A., Gutierrez, R., Reiter, J., Edelle Field-Fote,
(2009, February). Increases in pinch grip strength and sensation in individuals with
cervical spinal cord injury following three different vibratory or electrical stimulation
interventions. Presented at APTA Combined Sections Meeting, Las Vegas, Nevada.
3. Hoffman, L. R. & Field-Fote, E. C. (2008, November). Functional and cortical changes
in individuals with chronic cervical spinal cord injury: a comparison of uni- versus
bimanual training and somatosensory versus muscle stimulation. Presented at
Society for Neuroscience, Washington, District of Columbia.
4. Hoffman, L. R. & Field-Fote, E. C. (2007, February). Cortically evoked potentials from
transcranial magnetic stimulation of muscles distal to the lesion are posteriorly shifted
and of lower amplitude in individuals with cervical spinal cord injury. Presented at
APTA Combined Sections Meeting, Boston, Massachusetts.
5. Hoffman, L. R. & Field-Fote, E. C. (2006, October). Cortical reorganization in
individuals with cervical spinal cord injury following two different hand training
interventions. Presented at Society for Neuroscience, Atlanta, Georgia.
6. Field-Fote, E. C. & Hoffman, L. R. (2006, June). Practice-dependent plasticity of
cortical and spinal circuitry in individuals with chronic SCI is associated with taskoreiented training. Presented at American Spinal Injury Association, Boston,
Massachusetts.
7. Field-Fote, E. C. & Hoffman, L. R. (2005, July). The relationship between physiology,
impairment, and function in individuals with incomplete spinal cord injury trained with
task oriented training. Presented at III STEP (Summer Institute on Translating
Evidence into Practice), Salt Lake City, Utah.
8. Roach, K. E., Carreras, K. P. , Lee, A. K. , Reed, L. L. , & Zimmerman, G. A. (2001,
February). The reliability of the Miami Back Index. Presented at APTA Combined
Sections Meeting, San Antonio, Texas.
Book Chapters:
1. Hoffman, L. R. & Field-Fote, E. C. (2008). Upper Extremity Training for Individuals
with Cervical Spinal Cord Injury: Functional Recovery and Neuroplasticity. In Steve
Wolfe (Ed.) Spinal Cord Injury Rehabilitation, Contemporary Perspectives in
Rehabilitation, (pp. 259-290). F.A. Davis.
Grants Funded:
1. 2008 - Hoffman, L. R., Faculty SPARC Grant , Sponsored Projects Academic
Research Council Regis University, ($2,000).
2. 2007 - Hoffman, L. R., Student Travel Award , Medical Faculty Association at
University of Miami Miller School of Medicine, ($800).
3. 2006 - Hoffman, L. R. & Field-Fote, E.C., Promotion of Doctoral Studies II
,Foundation of Physical Therapy, ($15,000).
-6-
Specific Measurable Scholarship
Goals These goals should
minimally reflect 2
accomplishments that will be
disseminated in a peer review
format over the next 4 years.
Number each goal
Ongoing/Planned Scholarly
Activities Related To Above Goals
For each of the above goals, list
the related ongoing or planned
scholarly activities including the
project title, your role in the
project, target dissemination
source and estimated timeline for
dissemination.
1.
Explore efficacy of PT interventions such as e-stim, repetitive task practice and
strength training in individuals with neurological disorders
2.
Evaluate the benefits of individualize exercise prescriptions in older adults
3.
Evaluate the potential use of mass practice in children with hemiplegia
Related Goal #
1
1
Add rows as necessary
1
3
Project Title
Functional and corticomotor changes
in individuals with cervical spinal cord
injury following either unimanual or
bimanual massed practice training: a
pilot study.
Practice related plasticity, functional
and cortical changes in individuals
with spinal cord injury following four
different physical therapy related
interventions.
Functional changes in children with
cerebral palsy following
somatosensory stimulation and
repetitive task practice.
Investigate funding sources:
Foundation of Physical Therapy,
Pediatric Section of APTA, National
Institute of Health, and other private
foundations (CP International
Research Foundation and UCP)
Used with permission of program, 1/2010
-7-
Role in
Project
Target Source and Timeline for
Dissemination
PI
Submitted 10/09,
Revisions due 1/10.
Journal of Neurological
Physical Therapy
PI
Submit to Physical
Therapy Fall 2010
PI
Submit to Pediatric
Physical Therapy mid
2011
PI
Explore options to these
agencies in 2010 with
hope to submit 2 grant
applications between
2010 and 2012
Please share this information with faculty, along with the Characteristics of Scholarship Chart and
the related definitions.
• Keep in mind that F-3 addresses the minimal expectation for compliance with the Evaluative
Criteria. Institutions (or programs) often have higher expectations for promotion or tenure.
• Scholarship Form
– Include accomplishments within last 10 years; regardless of length of faculty appointment
• Delineate how peer reviewed & disseminated
• Use narrative row of the form if peer review mechanism is not typical.
- Provide details about peer review process and/or dissemination as applicable
• Ensure that the form does not provide a limited view of accomplishments – although can refer
to CV, the information on the form should be representative of accomplishments
• Don’t include things that would not meet CAPTE’s expectations, for example:
• supervision of student research projects where the projects are NOT part of the faculty
members scholarly agenda
• professional development activities such as enrollment in a doctoral program
• presentations that are considered to be service activities
• there is no need to identify or divide the accomplishment by type of scholarship
• “Manuscripts in Preparation”, “Manuscripts Under Review”, “Manuscripts in Revision”, “To Be
Submitted”, or other variations describe incomplete works and should not be included under
accomplishments. Include under ongoing activities.
– Ensure form is completed correctly: Do it now or do it later!
• Faculty info is complete, including name!
• Citations are complete; suggest using AMA Manual of Style:
http://healthlinks.washington.edu/hsl/styleguides/ama.html
• Use the Narrative row on the form whenever peer review is not obvious or nontraditional. Don’t
assume CAPTE will know.
• Use only abbreviations that would be widely known
• If CAPTE doesn’t know it, then can’t determine compliance
• Keep in mind not all Commissioners are physical therapist
• Example: HSC – home study course
• Since CAPTE is looking for a scholarly agenda and not just accomplishments - ongoing plans
MUST include completion timeline and identify dissemination in a peer review format –
regardless of past accomplishments
– Save space on form
• Once faculty complete form, delete footnote
• If narrative is not used & is the only row on page: DELETE IT!
– Scholarship Form is uploaded on the Core Faculty Detail Page
•
Citations occur when
– No connections between lines of inquiry and accomplishments, goals, & ongoing activities
– Citations are not complete
– Number of accomplishments are inadequate
– Accomplishments, goals, or ongoing plans do not relate to scholarship, but relate to
• professional development; eg doctoral studies, attain specialty certification
• teaching activities: eg, develop new course or new course materials; supervision of student
research projects that do not relate to faculty member’s agenda)
– Goals are too vague or general
– Ongoing plans do not result in scholarly products
– Ongoing plans do not provide expected venues and timelines for peer reviewed dissemination
-8-
FAQs
1. Will my program be cited if only one person does not meet expectations? NO, but…
– All faculty must have an acceptable scholarly agenda (goals and planned activities that relate to
areas of scholarly inquiry)
– The majority of faculty are expected to have a record of scholarly accomplishments
– Faculty with no accomplishments must demonstrate a plan that will lead to at least two
accomplishment within next four years
– Goals are written in measurable terms
– Planned activities delineate the expected venues and timelines for peer reviewed dissemination.
2. Are tenure-track faculty still required to have at least one peer reviewed publication?
No, all types of accomplishments are considered as long as they meet the definition of scholarship (and
are disseminated in a peer reviewed format). The “Characteristics of Scholarship” Chart provides many
examples of acceptable scholarship.
3. How many accomplishments should each faculty member have?
Our “hypermobile” Rule of Thumb:
 Looking at most recent 10 years
 Expect at least one accomplishment for every two years of academic service
 Will consider large, multi-year projects
 New faculty (<5 years) not expected to have established scholarly record yet, but should
have appropriate agenda to get there. However, CAPTE expects well defined goals and
specific activities that identify the timeline(s) and venue(s) for dissemination by the end
of the 5 year.
4. Do book chapters count as scholarly products? Yes, books and book chapters count.
5. Does being a text book reviewer count as a scholarly product? No.
6. Should we only report products that an individual completed while in the role as a core faculty
member, or can they report products completed as an adjunct or graduate student? You should
report all accomplishments within the last 10 years.
7. What should we do about journal articles are accepted pending revision? Include them on the
scholarship form, noting that they are accepted pending revision.
8. If an individual presents the same presentation at the different venues, does CAPTE consider this
multiple presentations or one presentation? The same presentation given at different venues is
considered by CAPTE to be one scholarly product.
9. Does CAPTE consider an online continuing education course to be a scholarly product? In general
this would be considered professional service. However, there are many possible variables; therefore if
you believe the activity represents scholarship, use the narrative row of the scholarship form to build the
case.
10. Should we include both a presentation and the published abstract about the presentation on the
scholarship form? Since this represents one product, both should not be listed on the scholarship form.
It is suggested that either the presentation – or a citation that combines the two be provided on the
scholarship form. For example:
Hinman MR, Price E: How to keep your sanity while writing a self-study report. Presented at the
American Association of Educational Lunatics Annual Meeting, Loco, NM, 2006. Abstract published
in the Archives of Nutty Professors, 6(3):15, 2006.
N:2015/DPW_SSW/SSW PT Handouts NEXT 2015
-9-