MARYLAND HIGHER EDUCATION COMMMISSION ACADEMIC PROGRAM PROPOSAL PROPOSAL FOR:
NEW INSTRUCTIONAL PROGRAM
...K_ SUBSTANTIAL EXPANSION/MAJOR MODIFICATION
COOPERATIVE DEGREE PROGRAM
L_. WITHIN EXISTING RESOURCES o r _ REQUIRING NEW RESOURCES
Cecil College
Institution Submitting Proposal
Spring2015
Projected Implementation Date
Associate of Applied Science
Physical Therapist Assistant
Award to be Offered
Title of Proposed Program
5219.01
51.0806
Suggested HEGIS Code
Suggested CIP Code
Nursing & Health Professions
Christy Drvcr
Department of Proposed Program
Name of Department Head
rwalker@cecil.cdu
Contact E-Mail Address
=-Ju:.:n:::.:e~1=9.....2:::;.;0~1~4_ _ _Date
Endorsed/Approved by Governing Board
410-287-6060 ext. 204
Contact Phone Number
A. Centrality to institutional mission statement and planning priorities:
Founded in 1968, Cecil College is an open-admission, learner-centered institution located in a
rural community in Maryland's most northeastern county. The College's mission includes career,
transfer, and continuing education coursework and programs that anticipate and meet the
dynamic intellectual, cultural, and economic development challenges of Cecil County and the
surrounding region. Through its programs and support services, the College strives to provide
comprehensive programs of study to prepare individuals for enriched and productive
participation in society. The College enrolls approximately 8,500 students in credit and non­
credit programs. The proposed program modification will address the workforce development
needs in the region for Physical Therapist Assistants.
"Physical therapist assistants (PTAs) provide physical therapy services under the direction and
supervision of a licensed physical therapist. PTAs help people of all ages who have medical
problems, or other health-related conditions that limit their ability to move and perform
functional activities in their daily lives. PTAs work in a variety of settings including hospitals,
private practices, outpatient clinics, home health, nursing homes, schools, sports facilities, and
more. PTAs may also measure changes in the patient's performance as a result of the physical
therapy provided.
Care provided by a PTA may include teaching patients/clients exercise for mobility, strength and
coordination, training for activities such as walking with crutches, canes, or walkers, massage,
and the use of physical agents and electrotherapy such as ultrasound and electrical stimulation." 1
B. Adequacy of curriculum design and delivery to related learning outcomes consistent
with Regulation .10 of this chapter:
The Physical Therapist Assistant program provides a foundation for graduates to become highly
skilled in providing patient services using physical therapy techniques under the supervision and
direction of a licensed physical therapist in clinics, hospitals, and many other health care settings.
Upon completion of the curriculum, the graduate will receive the A.A.S. and will be eligible to
take the National Licensing Exam for Physical Therapist Assistants.
Graduation from a physical therapist assistant (PTA) education program accredited by the
Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax
Street, Alexandria. VA 22314; phone 703-706-3245; accreditation@apta.org is necessary for
eligibility to sit for the licensure examination, which is required in all states.
Cecil College is seeking accreditation of the Physical Therapist Assistant Program from the
Commission on Accreditation in Physical Therapy Education. An Application for Candidacy has
been submitted to CAPTE, which is the formal application required in the pre-accreditation
stage. Submission of this document does not assure that the program will be granted Candidate
for Accreditation status. Achievement of Candidate for Accreditation status is required prior to
implementation of the technical phase of the program; therefore no students may be enrolled in
1
American Physical Therapy Association (2014). Retrieved from http://www.apta.org/AboutPTAs/.
2
the technical courses until Candidate for Accreditation status has been achieved. Further, though
achievement of Candidate for Accreditation status signifies satisfactory progress towards
accreditation, it does not assure that the program will be granted accreditation.
As this is a substantive program modification, below is the former program curriculum
(approved in 2006 by the Maryland Higher Education Commission), followed by the revised
curriculum.
Physical Therapist Assistant - 2006 Curriculum
General Education Courses
Credits
BIO 101 General Biology
810 Ill General Biology Lab BIO 208 Human Anatomy and Physiology I
BIO 218 Human Anatomy and Physiology I Lab BIO 209 Human Anatomy and Physiology II
BIO 219 Human Anatomy and Physiology II Lab
EGL 101 Freshman Composition
EGL 102 Composition and Literature
MAT 123 Finite Math
PSY 10 I Introduction to Psychology
PSY 20 I Human Growth and Development
Technical (Discipline) Courses:
PTA XXX
PTA XXX
PTA XXX
PTA XXX
PTA XXX
PTA XXX
PTA XXX
PTA XXX
PTA XXX
PTA XXX
PTA XXX
PTA XXX
3
3
3
I
3
3
3
3
3
Credits
Introduction to Physical Therapy Assisting
Kinesiology
Issues and Trends in Physical Therapy Assisting Physical Therapy Assisting I
Physical Therapy Assisting II
Physical Therapy Assisting III
Physical Therapy Assisting IV
Physical Therapy Assisting V
Clinical Practice I Clinical Practice II
Clinical Practice III
Clinical Practice IV
Total Credits
2
6
5
4
4
4
4
4
4
4
70
3
Physical Therapist Assistant - Revised Curriculum Associate of Applied Science
General Education Requirements
BIO 101
BIO 111
BI0208
BIO 218
BI0209
BIO 219
EGL 101
EGL 102
MAT 123
PSY 101
PSY 201
General Biology
General Biology Lab
Human Anatomy and Physiology I
Human Anatomy and Physiology I Lab
Human Anatomy and Physiology II
Human Anatomy and Physiology II Lab
Freshman Composition
Composition and Literature*
Finite Math
Introduction to Psychology
Human Growth and Development
PTA 101
PTA102
PTA 103
PTA204
PTA 206
PTA 210
PTA 212
PTA 220
PTA 222
PTA 224
PTA 226
PTA 230
PTA 232
PTA 234
Introduction to Physical Therapy
Clinical Kinesiology and Biomechanics
Clinical Skills for the PTA
Therapeutic Modalities
Therapeutic Exercise
PTA Seminar I
PTA Seminar II
Clinical Orthopedics
Clinical Neurosciences
Cardiopulmonary/Integumentary
Special Populations
PTA Clinical Practicum I
PTA Clinical Practicum II
PTA Clinical Practicum III
Pro~ram
General
Education
Code
s
s
s
E
H
M
ss
ss
Credits
3
1
3
l
3
1
3
3
3
3
3
Requirements
I
3
3
3
3
2
l
4
3
3
2
3
6
6
Total Credits Required in Program: 70
*Please note that EGL 102 Composition and Literature is the required Humanities
Course.
Regarding the 70 credits required to complete the program, please see the attached document
prepared by the Maryland PTA Coordinators affinity group which has also been endorsed by the
Maryland Chief Academic Officers affinity group. The document summarizes that the required
credits are necessary to meet the accreditation standards established by the Commission on
Accreditation in Physical Therapy Education (CAPTE).
4
PTA Credn:s Rationale. pdf Required Courses and Course Descriptions:
BI0101 General Biology (S) General Biology introduces the student to the basic biological
principles common to all living things, with emphasis on evolution, molecular biology, diversity,
ecology, physiology and genetics. 3 credits
Co-requisites: 810111, EGL101, MAT093
BI0111 General Biology Lab
General Biology Lab is a laboratory course designed to actively involve the student in the
process of science. The student will perform experimental activities that include using
technology, and collecting, analyzing, interpreting and presenting data. 1 credit
Co-requisite: BIO 101
BI0208 Human Anatomy and Physiology I (S)
Human Anatomy and Physiology I studies the structural and functional organization of the
human organism with initial emphasis on the concepts of homeostasis and levels of organization.
This is followed by a brief survey of histology and then the study of four organ systems:
integumentary, skeletal, muscular and nervous. 3 credits
Pre-requisites: 810101 and 810111 or 810130 and 810131, MAT093
Co-requisite: 810218
810218 Human Anatomy and Physiology I Lab
Human Anatomy and Physiology I Lab reinforces the topics covered in the lecture course BIO
208 with hands-on activities. Students will use models, wall charts, microscopes, dissections and
experimental observations. Students will study basic histology as well as the structure and
function of the skin, skeletal, muscular, and nervous systems. 1 credit
Pre-requisites: 810101 and 810111 or 810131 and 810132
Co-requisite: 810208
BI0209 Human Anatomy and Physiology II (S)
Human Anatomy and Physiology II completes the sequence of study of the human body by
studying the following organ systems: endocrine, cardiovascular, respiratory, digestive, urinary
and reproductive. Relevant topics of metabolism, electrolytes balance, and human genetics and
development are included. 3 credits
Pre-requisites: 810208, 810218, MAT093
Co-requisite: 810219
810219 Human Anatomy and Physiology II Lab
5
Human Anatomy and Physiology II Lab uses models, microscopes, dissections and experimental observations to reinforce topics in the endocrine, cardiovascular, digestive, respiratory, urinary and reproductive systems. Pre-Requisite 810218 Co-Requisite 810209 EGLlOl Freshman Composition (E) Freshman Composition teaches students the skills necessary to read college-level texts critically and to write effective, persuasive, thesis-driven essays for various audiences. The majority of writing assignments require students to respond to and synthesize texts (written and visual) through analysis and/or evaluation. Students also learn how to conduct academic research, navigate the library's resources, and cite sources properly. The course emphasizes the revision process by integrating self-evaluation, peer response, small-group collaboration, and individual conferences. Additionally, students are offered guided practice in appropriate style, diction, grammar, and mechanics. Beyond completing multiple readings, students produce a minimum of 7,500 words, approximately 5,000 words of which are finished formal writing in four-five assignments, including a 2,000-word persuasive research essay. 3 credits Pre-requisites: C or better in COLOSI and EGL093 or equivalent skills assessment. EGL102 Composition and Literature (H) Composition and Literature introduces students to the genres of fiction, poetry, and drama in order to gain a fuller understanding and appreciation of these literary forms. Several brief compositions and an analytical research paper are assigned. 3 credits Pre-requisite: EGL I0 l MAT123 Finite Math (M) Precalculus prepares the student for the study of calculus, discrete mathematics, and other mathematics intensive disciplines through the study of algebraic, exponential, logarithmic, and trigonometric functions. Topics include functions, laws of logarithms, trigonometric and inverse trigonometric functions, trigonometric identities, solutions of trigonometric equations, the Laws of Sines and Cosines, and polar coordinates. A problem solving approach utilizes applications and the graphics calculator throughout the course. 4 credits Pre-requisites: Grade of Cor better in MAT093, EGL093. PSY101 Introduction to Psychology (SS) Introduction to Psychology is both the scientific and philosophical study of behavior and thought. Topics covered include methods used to study behavior, perspectives on personality, biological basis of behavior, states of consciousness, human development, learning, memory, motivation, emotion, social psychology, and mental health and adjustment. 3 credits Pre-requisite: EGL093. PSY201 Human Growth and Development (SS) Human Growth and Development studies the developing person through the lifespan, from conception to death. Current research and theories are studied in order to describe and explain physical, cognitive, social, emotional, and personality development in infancy, childhood, adolescence, young adulthood, middle age, and late adulthood. The importance of specific 6
environmental contexts in development, and applications of research and theory are emphasized. 3 credits Pre-requisite: PSY I0 I. PTAlOl Introduction to Physical Therapy
Introduction to Physical Therapy provides an introduction and orientation to the field of physical
therapy. Course includes historical background, scope of Physical Therapist Assistant (PTA)
practice, medical-professional ethics and conduct, the role of the physical therapist assistant as
part of the health care team, Physical Therapist/Physical Therapist Assistant (PT/PT A)
collaboration, documentation, and orientation to psychological and social needs of the ill and
disabled. 1 credit
Co-requisites: PTA102, PTA103
PTA102 Clinical Kinesiology and Biomechanics
Clinical Kinesiology and Biomechanics will present advanced anatomy of the musculoskeletal
system with emphasis on joint mechanics, human movement, and palpation of anatomical
landmarks. The student will learn the principles of normal and abnormal posture and gait. In
lab, students will practice the identification and palpation of musculoskeletal structures and
identify their related function. 3 credits
Pre-requisites: 810208, 810218
Co-requisites: 810209, 810219, PTAIOl, PTAI03
PTA103 Clinical Skills for the PI'A
Clinical Skills for the PTA is an introduction to the technical and professional skills needed to
care for patients in varied settings. This course introduces documentation and examination of
physiological measures, range of motion, strength, and balance. In addition, it covers positioning
and draping, body mechanics, and functional activity training. Common diseases and conditions
encountered in the field of physical therapy are introduced. In lab, students will practice
goniometry, manual muscle testing, vital sign measurement, posture, balance and exertion scales,
pain scales, functional mobility training, and documentation. 3 credits
Pre-requisites: 810208, 810218
Co-requisites: 810209, 8I0219, PTAIOI, PTAI02
PTA204 Therapeutic Modalities
Therapeutic Modalities provides instruction in the theory and application of therapeutic
modalities used by physical therapist assistants. Modalities covered include the therapeutic use
of heat and cold, massage, hydrotherapy, traction, intermittent pressure pumps, and use of
electrical currents. Common conditions requiring the use of these treatment modalities will be
presented, and contraindications and special precautions for their use will be discussed. In
addition, this course will include the appropriate test and measures necessary for the safe
application of the modalities utilized by the physical therapist assistant. 3 credits
Pre-requisites: 810209,810219, PTAI02, PTAI03
Co-requisites: PTA206, PTA21 0
7
PTA206 Therapeutic Exercise
Therapeutic Exercise presents the principles of exercise physiology, the concepts and purposes
of therapeutic exercise, a variety of exercise treatment strategies, injury prevention and the
appropriate tests and measures necessary for the safe application of therapeutic exercise.
Common equipment and exercise interventions to improve flexibility, strength, and motor
control will be covered. ln addition, physiological responses to exercise for specific populations
will include patients with chronic illness, children, geriatrics, and pregnancy. 3 credits
Pre-requisites: 810209,810219, PTAI02, PTA103
Co-requisites: PTA204, PTA210
PTA210 PTA Seminar I
PTA Seminar I is the first of two seminars addressing the themes of professional issues, core
values and the development of an entry level professional candidate. These seminars will
challenge the student to apply professional theme content during patient scenarios as introduced
through a variety of case studies. This first seminar will focus on interpersonal and professional
communication, duty, and integrity (ethical, legal, and safe clinical practice), cultural
competence, and professional and legal standards for clinical documentation. 2 credits
Pre-requisites: PTAlOl, PTAI02, PTAI03
Co-requisites: PTA204, PT A206
PTA212 PTA Seminar II
PTA Seminar II is the second of two seminars addressing the themes of professional issues, core
values, and the development of an entry level professional candidate. Seminar II will be taken
between PTA232 and PTA234 and will challenge students to apply professional theme content
during patient scenarios as introduced through a variety of case studies. This seminar will cover
career development, communication, and continuing professional competence. Activities will
include national board exam review preparation, job search strategies, resume development, and
professional interview skills. 1 credit
Pre-requisites: PTA210, PTA230, PTA232
Co-requisites: PTA234
PTA220 Clinical Orthopedics
Clinical Orthopedics entails the study of structural anatomy, orthopedic conditions and their
underlying pathologies. The student will Jearn to assess the musculoskeletal and nervous systems
as they relate to the orthopedic clinical setting. Course content will focus on common cervical
spine, thoracolumbar spine, upper extremity and lower extremity non-operative diagnoses and
post-operative conditions, physical therapy interventions, post-operative and injury care
protocols and treatment techniques. 4 credits
Pre-requisites: PTA204, PTA206
Co-requisites: PTA222, PTA224, PT A226, PTA230
PTA222 Clinical Neurosciences
Clinical Neurosciences focuses on the study of neurological physiology, anatomy, and pathology
and an introduction to motor control and motor learning throughout the lifespan. Course content
will focus on developing foundational knowledge to work with the neurological pathologies most
commonly encountered in the practice of physical therapy. 3 credits
8
Pre-requisites: PTA204, PTA206
Co-requisites: PTA220, PTA224, PTA226
PTA224 Cardiopulmonary/Integumentary
Clinical Cardiopulmonary and Integumentary Issues covers the pathologies associated with
peripheral vascular disease, cardiovascular disease, pulmonary disease and integumentary
disorders. Wound care treatments and techniques will be covered in lab. 3 credits
Pre-requisites: PTA204, PTA206
Co-requisites: PTA220, PTA222, PTA226
PTA226 Physical Therapy Special Populations
Physical Therapy Special Populations will be presented in 3 distinct units covering the physical
therapy interventions and strategies for the following special populations: pediatrics, amputees
and women's health clients. 2 credits
Pre-requisites: PTA204, PTA206
Co-requisites: PTA220, PTA222, PTA224
PTA230 PTA Clinical Practicum I
Clinical Practice I provides students with supervised application of newly learned skills and
reinforcement for previously learned skills in a selected physical therapy setting. A journal will
be required documenting course experience and clinical objectives assigned. 3 credits
Pre-requisites: PTA204, PTA206, PTA210
Co-requisites: PTA220, PTA222, PTA224, PTA226
PTA232 PTA Clinical Practicum II
Clinical Practice II provides students with supervised application of newly learned skills and
reinforcement for previously learned skills in a selected physical therapy setting. A verbal
presentation will be presented to the staff of the host facility as approved by the clinical
instructor. 6 credits
Pre-requisites: PTA220, PTA222, PTA224, PTA226, PTA230
Co-requisites: PTA212, PTA234
PTA234 PTA Clinical Practicum III
Clinical Practice III provides students with supervised application of newly learned skills and
reinforcement for previously learned skills in a selected physical therapy setting. A capstone
oral presentation will be presented to the staff of the host facility that differs from that of the
Clinical Practice II presentation as approved by the clinical instructor and program ACCE.
6 credits
Pre-requisites: PTA220, PT A222, PTA224, PTA226, PTA230
Co-requisites: PTA212, PTA232
As a result of completing the Physical Therapist Assistant Program students will:
• Instruct, motivate, safeguard, and assist patients as they practice exercises or functional
activities.
9
• Observe patients during treatments to compile and evaluate data on their responses and
progress and provide results to physical therapist in person or through progress notes.
• Confer with physical therapy staff or others to discuss and evaluate patient information
for planning, modifying, or coordinating treatment.
• Administer active or passive manual therapeutic exercises, therapeutic massage, aquatic
physical therapy, or heat, light, sound, or electrical modality treatments, such as
ultrasound.
• Measure patients' range-of-joint motion, body parts, or vital signs to determine effects of
treatments or for patient evaluations.
• Communicate with or instruct caregivers or family members on patient therapeutic
activities or treatment plans.
• Transport patients to and from treatment areas, lifting and transferring them according to
positioning requirements.
• Secure patients into or onto therapy equipment.
• Train patients in the use of orthopedic braces, prostheses, or supportive devices.
• Assist patients to dress, undress, or put on and remove supportive devices, such as braces,
splints, or slings.
C.
Critical and compelling regional or Statewide need as identified in the State Plan:
The Physical Therapist Assistant program will address the critical and compelling regional and
statewide need outlined in GoalS of Maryland Ready: 2013 Maryland State Planfor
Postsecondary Education - "Maryland will stimulate economic growth, innovation, and
vitality by supporting a knowledge-based economy, especially through increasing education
and training and promoting the advancement and commercialization of research."
As noted in the Maryland State Plan 2013 "it is critical that Maryland address workforce needs."
CECIL COLLEGE Projected Enrollments - Physical Therapist Assistant FY 2014-2018 FALL
ENROLLMENT
Full-time
Part-time
YEAR1
2014
24
YEAR2
2015
46
YEAR3
2016
46
YEAR4
2017
46
YEARS
2018
46
0
0
0
0
0
Full -time students complete 33 credits on average, during the fiscal year. The Physical Therapist
Assistant Program is a full -time program and will admit 24 students each year. It is estimated
that each cohort will lose 2 students prior to graduation.
CECIL COLLEGE Projected Graduations - Physical Therapist Assistant FY 2014-2018 10
YEARl
2016
Degrees
22
YEAR2
2017
22
YEAR3
2018
22
YEAR4
2019
22
YEARS
2020
22
D. Quantifiable & reliable evidence and documentation of market supply & demand in
the region and State:
According to the Bureau of Labor Statistics, .. Employment of physical therapist assistants and
aides is projected to grow 41 percent from 2012 to 2022, much faster than the average for all
occupations. Demand for physical therapy services is expected to increase in response to the
healthcare needs of an older population and growing rates of chronic conditions such as diabetes
and obesity."
The following table shows job projections for Physical Therapist Assistants nationally and in
Maryland:-"'
Employment United States
Physical Therapist Assistants 2012
2022 71,400
100,700
Employment
Maryland
Physical Therapist Assistants 2010
2020 1,320
1,910
Percent
Change
+41%
Percent
Change
+44%
Projected
Annual Job
O~enings*
4,510
Projected
Annual Job
O~enings*
80
*Projected Annual Job Openings refers to the average annual job openings due to growth and net
replacement.
An Internet search of job openings for Physical Therapist Assistants on July 14, 2014 identified
44 current openings in Maryland (http://www.therapyjobs.com/therapist-jobs-results/physical­
therapist-assistantlmarylandl) on one website, while the Maryland Career and Workforce
Information Center projects 80 openings annually.
2
National Data Source: Bureau of Labor Statistics, Office of Occupational Statistics and Employment
Projections; State Data Source: Maryland Career and Workforce Information, Office of Workforce
Information and Performance.
11
According to a Governor's Workforce Investment Board (GWffi) report, Maryland has
designated both PTs and PTAs as an "in-demand allied health profession" with a workforce
shortage projected through 20 16. 3
According to the U.S. Department of Health and Human Services, Health Resources and
Services Administration in Cecil County, both the Perryville and Conowingo service areas are
Federally Designated Medically Underserved Areas.4 These areas are within five miles of the
College's campus.
E. Reasonableness of program duplication:
A search of the Maryland Higher Education Commission's Academic Program Inventory
database revealed that programs in Physical Therapist Assistant are also offered at Carroll,
Chesapeake, and Howard Community Colleges. The locations of these programs are hours away
from Cecil College's campus and therefore our program is not in direct competition with any of
the existing programs.
The curriculum for each of the programs is very similar, which is related to the fact that the
programs must comply with accreditation requirements established by the Commission on
Accreditation in Physical Therapy Education (CAPTE).
F. Relevance to Historically Black Institutions (HBis)
No impact is anticipated on the state's Historically Black Institutions.
G. If proposing a distance education program, please provide evidence of the P•·inciples
of Good Practice (as outlined in COMAR 13B.02.03.22C).
Not applicable
H. Adequacy of faculty resources (as outlined in COMAR 138.02.03.11).
The Program Director, Dr. Melody Stanhope, PT, DPT is a Maryland and Delaware State
licensed physical therapist and has practiced in Maryland since 1985 in a variety of clinical and
administration positions. The Director earned her Doctor of Physical Therapy degree from
Simmons College in 2007. She is in a full time position at Cecil College with the rank of
Associate Professor. Her administrative experience has been in hospital based and private
3
Governor's Workforce Investment Board, Healthcare Industry Initiative Steering Committee. (June 2009).
Maryland' s Allied Health Industry Workforce Report and Recommendations. Retrieved from
http://www.gwib.maryland.gov /pub/pdf/alliedhealthreport.pdf
4
U.S. Department of Health and Human Services, Health Resources and Services Administration. (2014). Federally
Designated Medically Underserved Areas.
12
practice settings. She has taught in community based adult education programs and as a guest
lecturer in area colleges and universities on healthy aging, fall prevention, women' s health
issues, acute care physical therapy, physical therapy in the NICU, and clinical problem solving.
For the PTA program, she will be teaching the following courses: PTA l 01, PTA 103, PTA 210,
PTA 212, PTA 222, and PTA 224.
The Director has clinical expertise in the following practice areas: acute care, critical care,
neonatal intensive care, pediatrics, geriatrics and women's health. She has practiced in hospitals,
schools, outpatient centers, long term care/skilled nursing facilities and home car and has
managed an array of clinical programs including: a wound care program, positioning and feeding
program therapy in a neonatal intensive care unit; a women's health program for lymphedema
and pelvic floor dysfunction; and a multidisciplinary early intervention screening program. Dr.
Stanhope has been qualified as, and has served as an expert witness in legal cases pertaining to
pediatric physical therapy practice.
The Director's administrative experiences include serving as a director of rehabilitation in a large
community based hospital, as a director of physical therapy in long term care and pediatric
school settings, and as owner and director of a private practice. Dr. Stanhope has supervised
physical therapists and physical therapist assistants and has served as a Clinical Instructor and
Coordinator for Clinical Education for PT and PTA students in multiple clinical venues.
The Academic Coordinator for Clinical Education (ACCE), Ms. Adrienne Pinckney, MPT is a
Maryland, Delaware, Pennsylvania, and New York State licensed physical therapist practicing
primarily in Delaware since 2003, in both clinical and administrative positions. The ACCE
earned her Master of Physical Therapy degree from the University of Delaware in College in
2003. She is in a full time position at Cecil College with the rank of Assistant Professor. Ms.
Pinckney has taught professional continuing education courses and seminars on a variety of
physical therapy topics, most frequently on the subject matter of orthopedic spine diagnoses and
chronic pain. She has worked as a guest lecturer and as adjunct faculty in local area colleges and
universities. Her administrative experience has been in the private practice setting.
For the PTA program, she will be teaching the following courses: PTA 102, PTA 104, PTA 204,
PTA 206, PTA 220, PTA 226, PTA 230, PTA 232, and PTA 234.
I.
Adequacy of library resources (as outlined in COMAR 138.02.03.12).
Cecil College' s Cecil County Veterans Memorial Library is a member of Maryland Digital
Library and the Maryland Community College Library Consortium. CCVM Library has
reciprocal borrowing privileges with other community college libraries throughout the State of
Maryland.
Students enrolled in the AAS Physical Therapist Assistant Program will receive a library
orientation. During the orientation session students will learn how to obtain a library card, how
to access the databases on and off campus, and how to submit requests for inter-library loans.
13
The library subscribes to the following databases EBSCOhost's Academic Search Complete.
The following full-text journals are available: Physical Therapy, Physical Therapy Reviews, and
PT in Motion, formerly PT: Magazine of Physical Therapy. ProQuest Central provides full-text
access to: Cardiopulmonary Physical Therapy Journal, Journal of Geriatric Physical Therapy,
Journal of Neurologic Physical Therapy, Journal of Physical Therapy Education, Journal of Yoga
& Physical Therapy, Physical Therapy, and Physical Therapy in Sport. CINAHL and CINAHL
with full-text and MEDLINE are available through EBSCOhost
Through OvidSP students have access to Joanna Briggs Institute Evidence Based Practice.
PubMed/MEDLINE, PubMed Central, and Medline Plus will be added to the Nursing/Health
Sciences LibGuide or Subject Guide. A Physical Therapist Assistant Subject Guide will be
developed to seamlessly link students to specific resources for their program of study.
The library provides online access to the Journal of the American Medical Association, JAMA,
and the New England Journal of Medicine, NEJM.
Online access to the APT A Guide to Physical Therapist Practice is forthcoming. EBSCO's
Rehab Reference Center or Cengage's Physical Therapy and Sports Medicine Collection are
possible additions to the library's database collection.
J. Adequacy of physical facilities, infrastructure and instructional equipment (as outlined
in COMAR 13B.02.03.13)
The PTA Program is housed on the North East campus in the Physical Education building. The
Physical Education building houses the program labs and classrooms, state-of-the-art Fitness and
Wellness Center (FWC), student lounge, conference rooms, dining area and dressing rooms with
full shower facilities, changing areas, bathrooms and lockers. PTA students will also have the
opportunity to utilize additional physical facilities on campus including the Library; the Arts and
Sciences Building, housing the Biology and learning labs; and the Technology/Conference
Center, housing the computer lab, simulation labs, a student lounge I dining area and a
Conference Center.
In the Physical Education building, the PTA program has one dedicated classroom and one
dedicated lab, both with dedicated secure storage space. The approximately 700 square foot PTA
classroom on the 2"d floor of the PE Building is equipped with desks, chairs, locked storage
areas, a sink, counter top, whiteboard and computer projector system for Power Point,
Blackboard and Internet access. The approximately 1200 square foot laboratory space is
equipped with secure storage areas, clinic stairs, parallel bars, treatment tables, traction systems,
low mat tables and sufficient modalities and mobility equipment and supplies chosen to meet
programs goals and objectives. In addition the program has access to additional available
classroom space; access to an athletic training suite equipped with treatment tables, scales,
whirlpools, thermal modalities, mobility and exercise equipment; a 1700 square foot exercise
room, and a state-of-the-art FWC. Highlights of the 5,200 square foot FWC include: two full
levels facilitating functional training featuring a wide array of state-of-the-art cardiovascular and
14
strength training equipment. PTA students have access to the FWC for instruction and practice
on an extensive assortment of cardiovascular and strength training equipment. The FWC also
includes locker rooms with showers, bathrooms and lockers.
The PTA Program has sufficient dedicated office space for program faculty and staff and
students. The Director's office includes table and chairs available for private conferences with
students and/or faculty, bookshelves for department resources and four locked file cabinets to
secure program materials. Within the 2nd floor office suite, there is also dedicated office space
for adjunct faculty and the department administrative assistant. The adjunct office is equipped
with computers, desks, chairs and telephones. The department administrative assistant is
provided with office space in the open atrium of the office suite. This area is equipped with a
computer, desk, chair, locking file cabinets and telephone with voicemail. In addition, the office
suite includes a large multipurpose space with additional computers, telephones, desks, chairs
and file cabinets accessible to faculty. A conference room is available for faculty meetings and
or private conferences with students. The conference room is shared with the Athletic department
and scheduled by the department administrative assistant. This room contains a large conference
table and 12 chairs. In a faculty work area within the office suite, the faculty has access to table,
chairs, faculty mailboxes, courier service as well as a copy and fax machine. Also in this work
area are a refrigerator, sink, cupboards and microwave for faculty use. The Academic
Coordinator for Clinical Education has a private office appropriate for private conferences with
faculty and/or staff, adjacent to the PTA Jab and classroom. The ACCE office is equipped with
a desk, chair, computer, locking file cabinet, bookcase, and a telephone with voicemail.
Program faculty and students utilize technology systems to enhance teaching and learning
experiences and to support the technical didactic and clinical educational experiences as evident
in the curriculum. Available technology includes state-of-the-art electronic classrooms and
clinical labs with interactive white boards, projection systems, immediate capture and
documentation cameras, wireless internet access; and the college-wide Course Management
System 'Blackboard', which can provide on-line learning to supplement courses.
PTA students will also access the Simulation Labs in the Nursing department for simulated
patient experiences. These simulation skills labs house four Human Patient Simulators, hospital
beds, mannequins, stretchers, crash carts, wheelchairs, a ceiling lift and a Hoyer lift. These labs
are particularly important to the simulation of and response to patient emergency situations such
as a patient cardiac arrest.
The North East campus computer lab, housed in the Technology Center, provides 28 computers
and technology resource staff, during regular lab hours, to assist students. PTA faculty works
closely with the Technology Resources department to provide up-to-date hardware and software
to faculty and students.
K. Adequacy of financial resources with documentation (as outlined in CO MAR
138.02.03.14)
Since this is an existing program, significant investments have already been made for equipment
and furniture for classrooms and laboratories. Therefore, no additional equipment is needed for
full implementation of the modified program (See sections I and J above).
15
Cecil College Projected Revenues - Physical Therapist Assistant Program TABLEt: RESOURCES Resource Categories
1. Reallocated funds
2. Tuition/Fee
revenue
(c+g below)
a. Number of FIT
students
b. Annual
Tuition/Fee Rate
c. Total Fff
Revenue (a* b)
d. Number of Pff
students
e. Credit Hour Rate
f. Annual Credit
Hour Rate
g. Total Pff Revenue
(d*e*f)
3. Grants, Contracts, & Other External
Sources 4. Other sources
Total (Add 1-4)
Year 1
N/A
$96,288
24
Year2
N/A
$207,794
46
$1 00/credit $100/credit
$96,288
$207,794
Year3
N/A
$207,794
Year4
N/A
$207,794
YearS N/A
$207,794
46
46
46
$100/credit
$100/credit
$100/credit
$207,794
$207,794
$207,794
N/A
N/A
N/A
N/A
N/A
$100
$100
$100
$100
$100
N/A
N/A
N/A
N/A
N/A
0
0
0
0
0
0
0
0
0
0
$50,000
$146,288
0
$207,794
0
$207,794
0
$207,794
0
$207,794
Assumptions:
Each year a cohort of 24 students will enter the program.
22/24 will continue to the second year and graduate.
Tuition revenue is based on an in-county rate of $1 00/credit
Full-time students complete 34 credits in year one and 36 credits in year two
Year one tuition= 24 students * 34 credits= 816 credits * $1 00/credit = $81,600 total
Year two tuition= 22 students* 36 credits= 792 credits* $100/credit = $79,200 + 24
year one students tuition ($81 ,600) = $79,200 + $81,600 = $160,800 in years two and
beyond
• Student Development Fee is $8/credit hour; Year one student development fees =816
credits* $8 = $6,528; Year two and beyond= 816 credits+ 792 credits= 1,608 total
credits * $8/credit hour= $12,864
•
•
•
•
•
•
16
• Registration fee= $75/semester; Year one= 24 students* 2 semesters= 48 registrations;
48 * $75 = $3,600; Year two and beyond = 46 students * 5 semesters = 230 registrations
* $75 = $17,250
• Course fees are $750 per student; Year one students pay $190 in course fees and year
two students pay $560 in course fees; Year one course fees = 24 students * $190 =
$4,560; Year two course fees = 24 students * 190 = $4,560 + 22 students * $560 =
$16,880
• Other sources revenue in year one came from a private donor
Expenditure Categories
I. Faculty
(b + c + d below)
a. #FTE b. Total Salary c. Total Benefits d. Adjunct Contracts
2. Administrative
Staff
(b + c below)
a. #FTE b. Total Salary c. Total Benefits 3. Support Staff
(b + c below)
a. #FTE b. Total Salary c. Total Benefits 4. Equipment 5. Library 6. New or Renovated
Space
7. Other Expenses
Total (Add 1-7)
TABLE 2: EXPENDITURES Year3
Year2
Year 1
$221,581
$231,084
2
$148, 166
$54,447
$4,290
2
$155,574
$55,808
$4,290
$241,027
2
$163,352
$57,203
$4,290
Year4
YearS $251,435
$262,326
2
$171,520
$58,633
$4,290
2
$180,096
$60,099
$4,290
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
$14,678
$15,412
$16,182
$16,992
$17,841
.53
.53
.53
.53
$15,412
$16,182
$16,992
$17,841
0
N/A
NIA
0
N/A
N/A
0
N/A
N/A
0
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
.53
$14,678
0
N/A
NIA
$221,581
$231,084
N/A
$241,027
N/A
$251,435
N/A
$262,326
Assumptions:
• While we anticipate increases to healthcare expenses, we cannot forecast the amount of
the increases with a high degree of certainty. For the purposes of this proposal we are
assuming an increase of 2.5% per year.
• For the purposes of this proposal, we are forecasting full -time personnel salary increases
at I .5%, but actual increases may be somewhat higher or there may not be any increases
to salary in a given year.
17
• The Director serves the role of Administrator for the program, but her salary is included
under faculty because she has a 12-month faculty appointment.
• Adjunct contracts are estimated at 6 credits per year@ $715/credit = $4,290 (increases
are not forecasted for adjunct contracts
• The support staff person is part-time, 20 hours per week= 20/37.5 =.53 FfE.
L. Adequacy of provisions for evaluation of program (as outlined in COMAR
13B.02.03.15).
Individual course assessment reports document student learning outcomes which are taken
directly from the course syllabus. The Assessment Committee has established a rubric for course
assessment reports which requires documentation of desired learning outcomes (taken from the
syllabus), indicators of student learning outcomes, direct and indirect methods of assessment,
quantitative and qualitative data on student performance, and how assessment results will be
used to further improve student learning outcomes in the future. Each report is reviewed to
ensure that it meets the guidelines established by the Assessment Committee. Reports are
collected for one-third of all courses offered during the fall and spring semesters each academic
year, resulting in a review of all courses within 36 months.
Faculty members are evaluated each and every semester by students enrolled in their courses.
The College uses an electronic survey process (Evaluation Kit) and students are required to
complete the evaluation within a specified time frame at the end of the semester or they are
locked out of the learning management system (Blackboard) until they complete the survey.
This has resulted in a very high response rate for all courses.
The College has an established Program Review Policy and a Program Review and Assessment
Plan. Both of these documents have been endorsed by the Faculty Senate and approved by the
Board of Trustees. One-fifth (20%) of the programs are reviewed each year so that all programs
are reviewed on a five-year cycle. A repository, which is accessible to all faculty members, is
kept for all Program Review and Assessment documents. Additionally, a database has been
established to track the status of recommended changes/revisions to programs.
Faculty members are assessed in the classroom by the Dean of Academic Programs each year for
their first five years at Cecil College and every three years thereafter.
All faculty members are contractually obligated to complete an annual report: inclusive of
assessment results.
M. Consistency with the State's minority student achievement goals (as outlined in
COMAR 138.02.03.05 and in the State Plan for Postsecondary Education).
Cecil College has qualified professional staff in the student advising and student support areas.
Advisors seek and support other-race students consistent with the core values of the College,
18
which encompass diversity and inclusiveness. In addition, the College has adopted a Strategic
Initiative to "create educational opportunities for a diverse community of learners." The College
plans to employ broad recruitment efforts to attract a racially diverse student body. Statements
of non-discrimination are included in College publications and will appear in any marketing
pieces for the program. In addition, the Director of Minority Student Services will assist in
marketing and referring students to the new program.
N.
Relationship to low productivity programs identified by the Commission:
Not applicable
19
Robert L Ehrlich. Jr.
Gowmor
Mich1el S. Steele
Lt. Governor
Kevin M. O'Keefe
Chairman
C.lvln W. Bumett
Secretary of Higher Education
August 15,200 6
.,:··-:
Dr. W. Step~en Pannill
President
Cecil Community College
One Seahawk Drive North East :MD 21901
,. ·,
Dear Dr. Pannill:
The Maryland Higher Education Commission has reviewed a request from
Cecil
Community College to otTer an Associate ofApplied Science (A.A.S .) degree
in Physical
Therapist Assistant. I am pleased to inform you that the new program has
been approved. This
decision was based on an analysis ofthe program in conjunction with the Maryla
nd Higher
Education Commission's Policies andProcedures for Academic Program
Propo~a/s and the
Maryland State Plan for Postsecondary Education. The program demonstrates
potential for
success, an essential factor in making this decision. For purposes·ofproviding ~nrollment and degree data to the Commission,
please use the
following ~cademic program inventory codes:
I
'4..
~
­
•
P.rogr am
Physi'cal Therapist Assistant
Degree Level
A.A.S.
HEGIS
CIP
5219-01
5108.06
Should the program require any substantial changes in the future, please keep
the
Commission apprised. I wish you continued success.
. ~
shw~Iy, · ' s~
~;,.)/
,M
Calvin W. Burnett
Secretary ofHigher Education ;
:. ....
CWB:Dl:S:jhh
cc:
Dr. Mary Bo1t, Cecil Community College
Ms. Nancy Hauswald, MSDE
r: Ms:.Katharine Oliver, MSDE · . .
Dr~ H. Clay Whitlow, MACC
MAJM.AND HIGHER EDUCATION COMMISSION
839 Bestgate Rd. • Suite 400 • Ann1polis, MD 21401-3013
T 41 0.260.450 0 • 800.974.0203 • F410.260.3200 • 'nY for lhe Deaf 800.735.2
258 • www.mhec.mte.mcl.us
·
TO:
Maryland Academic Administration
From:
Maryland Physical Therapist Assistant Program Coordinators
Date:
February 11, 2014
RE:
SB 740 College and Career Readiness and Completion Act
Thank you for the opportunity to dialog about SB 740. The Maryland Physical Therapist
Assistant (PTA) Program Coordinators were able to reach consensus on the proposed 60 credit limit for
the Associates degrees offered by our programs.
We would like to present some background information about our education programs,
followed by our recommendation, and supporting evidence. Our names and contact information are
included at the end of this report. We are all available to dialog further on this issue.
Background Information
There are seven (7) PTA programs in Maryland. Five (5) of these are fully accredited by the
Commission on Accreditation in Physical Therapy Education (CAPTE). The remaining two (2) programs­
Cecil and Howard -are developing and will be eligible for full accreditation when a class of students is
prepared to graduate. Each program is a cohort program offering selective admissions to qualified
students.
All of the PTA Programs in Maryland offer the Associates in Applied Sciences degree to students
who successfully complete the PTA programs. The COMAR regulations for higher education in Maryland
verify that up to 70 credits are awarded in the AAS degree, validating that applied sciences degrees
typically require a more intensive science and/or technical education curriculum.
Physical therapist assistant education curriculum criteria have been developed by CAPTE. While
CAPTE does not prescribe the number of educational credits, the criteria clearly identify that PTA
program education is at the Associates degree level, taking a maximum of 80 instructional weeks, with
the equivalent of no more than five (5) semesters to complete, and including between 520 and 720
hours of clinical education experiences. Curriculum content is composed of general education, technical
education, and clinical education. CAPTE criteria specify the content and curricular objectives.
Commission on Accreditation in Physical Therapy Education web site is http:Ucapte.org. Rationale for
our recommendation will cite these criteria.
Physical therapist assistants are licensed to practice in Maryland. For graduating students of
PTA programs to become licensed physical therapist assistants, the student must be a graduate of a
CAPTE accredited school and pass a national board examination. The national board examination is
developed and administered by the Federation of State Boards of Physical Therapy (FSBPT). Additional
licensure requirements include a criminal background check, successful completion of a jurisprudence
examination, and verification of all documents submitted with the application. Federation of State
Boards of Physical Therapy web site is http://fsbpt.org. Rationale for our recommendation will cite
FSBPT documentation.
The American Physical Therapy Association (APTA) is the professional trade association for
physical therapy. Membership is voluntary and offered to both licensed professionals and students
pursuing their education in either physical therapy or physical therapist assistant programs. American
Physical Therapy Association web page is http:Uapta.org. Rationale for our recommendation will site
APTA documentation.
Recommendation for program credit hours
Upon review of the number of credits in each of our programs, we would like to recommend a
range of credits of 67 - 70 semester credits for the Associates in Applied Science degree offered in our
programs. We base our recommendation on the evidence presented below regarding issues of program
completion, secondary accreditation, and professional licensure.
Please see the table below for degrees offered with total semester credits in each of the PTA
programs in Maryland.
Program location
Allegeny C
Baltimore City CC
Carroll CCC
CACHE*
Cecile
Howard CC
Montgomery C
Average or average
range:
Degree
offered
A.A.S.
A.A.S.
A.A.S.
A.A.S.
A.A.S.
A.A.S.
A.A.S.
Current semester
credits
70
65·70
69
70
70
70
67·70
68.71· 69.86
*CACHE is the Chesapeake Area Consortiumfor Higher
Education housed at Anne Arundel CC
Summary of arguments
Program completion
For the purposes of this paper, program completion rates are synonymous with graduation
rates. The Commission on Accreditation i n Physical Therapy Education (CAPTE) requires all programs to
submit an annual report. There are three (3) key indicators of program quality that CAPTE monitors on
an annual basis. These are:
•
Program graduation rate
•
National board examination pass rate
•
Employment rate within 6 months of passing the national board examination
While this data is reported to CAPTE, it is also required to be available to the prospective
student and general public in all PTA Program information. This information is also gathered by the
Maryland Higher Education Commission (MHEC). Graduation rates are reported by cohort year as well a
three-year moving average. The national three year moving average for PTA has been 67% with a
standard deviation of 13%.
Program graduation rates for the Maryland programs are offered below. These were accessed
in February 2014, from the individual program web pages.
Program location
Number of
students
admitted
16
30
24
25
AllegenyC
Baltimore City CC
Carroll CCC
CACHE
Cecil C
HowardCC
Montgomery C
Graduation
rate
95%
63.4%
97%
87%
Not~l
Not~2
Average:
24
23.8
73.5%
83.2%
Not~ l: Cecil Cis a dev~loplng program, first graduating class anticipated
Spr/ng2016
Note 2: Howard CC is a developing program, first graduating class anticipated
Summer2014
The data above clearly reflect that each PTA Program In Maryland falls well within the national average for graduation rates. Taken as an average of the five programs In Maryland, this graduation rate exceeds the national average. As a final point, a personal communication from the CAPTE staff Lead PTA Program Specialist,
Douglas Clarke confirms that there are no CAPTE Issues outstanding with Maryland PTA Programs on
the key quality Indicators of graduation rates, national board examination pass rates, or employment
rates of program graduates within six months of passing the national board exam. The PTA Program
Coordinators are concerned that the proposed credit limit in SB 740 will have a negative impact on
graduation rates and have potential negative consequences on program accreditation.
Program accreditation
All PTA programs must have CAPTE accreditation. The accreditation cycle Is ten years, with
annual reports due in December. Five of the seven Maryland programs are fully accredited, with the
remaining two programs under development. In the 2011-2012 academic year, Baltimore City
Community College and Montgomery College had issues requiring probation with CAPTE. Both colleges
were able to resolve their issues in the 2012 - 2013 academic year. The CACHE program had an
accreditation site visit in Fall 2013, and is awaiting accreditation affirmation decisions. Cecil C program
will have a site visit in 2016 and Howard CC will have one in 2014 as both programs prepare their first
classes of students for graduation.
There are no CAPTE accreditation Issues In the Maryland programs. Carroll Community College
had its site visit in 2012 and was the first program in the United States in over a decade that was issued
no citations and received a commendation from the Commission.
Regarding the CAPTE criteria for PTA education, the most recent Iteration of the Evaluative
Criteria was published in 2012. CAPTE criteria are organized In four sections, including standards
relating to the institution, program resources, the curriculum, and program assessment. The 60 credit
cap proposed in SB 740 would likely not impact PTA Program compliance with criteria relating to the
institution and program resources. However, the curriculum and program assessment criteria would
potentially be adversely affected.
According to CAPTE requirements, PTA programs have up to two years to come into compliance
on any criterion judged to be out of compliance. CAPTE is in compliance with the US Department of
Education requirement which states that accreditation is to be withdrawn at 2 years and that the
program only has two years to come into compliance. "Probationary Accreditation will not exceed the
length of the program or two (2) years, whichever is shorter, unless the status is extended following
CAPlE's determination that the program has demonstrated a good faith effort (see §8.16(d)(2)(vi),)"
therefore, if CAPTE has reviewed and placed a program on probation, that program has only two years,
from that point in time to come into compliance. 1
In the letter dated January 28, 2014, CAPTE lead PTA Programs Specialist Douglas Clarke states
that while CAPTE does not prescribe a number of academic credits in the curriculum, the PTA Programs
in Maryland are already below national average of 73.4 semester credits (see Attachment 1: Clarke
letter). CAPTE periodically publishes aggregate program data. Please refer to page 8 of the CAPTE
Aggregate Data Report for average program credits in the reporting years and by curricular delivery
model (see Attachment 2: CAPTE Aggregate Data).
CAPTE criteria specify length of the program reflected in the maximum number of instructional
weeks, the maximum number of academic semesters, and the range of hours of clinical education.
Attachment 3 is the Evaluative Criteria PTA Programs and the specifics of program length composition
appear in Section 3 Curriculum beginning on page 20. Criterion 3.3 identifies the components that
CAPTE considers essential for a comprehensive curriculum. See pages 24 through 29 for the lists of
essential information and what evidence a program needs to supply for compliance.
1
This citation is from the CAPTE Accreditation Handbook which can be accessed on the web page at
http:www.capte.org/accreditationhandbook
The essential components of PTA education are further validated by both the American Physical
Therapy Association (APTA) and the Federation of State Boards of Physical Therapy (FSBPT). Attachment
4 contains the 2008 document from the APTA Board of Directors identifying the minimum required skills
of the physical therapist assistant graduate at entry level.
The essential educational components of PTA education are further described in the practice
survey conducted by the FSBPT. This survey is completed every 5-7 years for the purpose of
continuing evolution of the national board exam content and concentrations. The full document is
available on the FSBPT web site. Attachment 5 includes only appendix F and G of this document which
identify the final list of knowledge and skills to be included in the national board exam.
During the course of their technical education, students have both lecture and skills laboratory
classes in which to practice clinical interventions and data gathering. All of the Maryland PTA programs
also include fuiHime clinical education courses during which students practice their skills under the
direction and supervision of licensed, experienced physical therapy professionals. The criteria used to
determine student safety and accuracy during the clinical education portion of the curriculum is
included in Attachment 6.
Below is a table demonstrating the number of total curriculum credit hours In each of the PTA
Programs in Maryland, broken down by the number of credits in general education, technical education
and clinical education.
Program location
Allegeny C
Baltimore City CC
Carroll CCC
CACHE
CecliC
Howard CC
Montgomery C
Average or average range:
Current
semester
credits
70
65-70
69
70
70
70
67-70
68.71-69.86
General
education
credits
28
25-30
Technical
education
credits
20
23
27
25
37
33
24
24.57 ­ 25.29
28
29
28
33
34
31.71
Clinical
education
credits
14
11
12
14
15
12
12
12.89
Of concern to the PTA Program educators is that with the reduction of credits from 70 to 60 as
proposed by SB 740 there will be Insufficient Instructional hours to deliver the essential elements
required by the accrediting agency, expected In the professional community of practice, and needed
for licensure.
A consensus document on the composition of physical therapist assistant education was
developed by the APTA's section on education. This is referred to as the Normative Model, with the
most recent iteration published in 2007. Chapter 4 of this document reviews the essential general
education foundation content needed to support the technical physical therapy content of the typical
PTA program curriculum. This is provided in Attachment 7. Because chapters 5 and 6 of the Normative
Model are accurately represented in the CAPTE, FSBPT, and APTA documents provided in earlier
attachments, these were not included In this report.
COMAR regulations require that AAS degrees have a minimum number of foundation and
distribution credits along with the program of study major. The minimum of general education credits
are three (3) semester credits each in English, mathematics, speech, arts or humanities, and behavioral
sciences. A single natural sciences is also required for a total of 20 credits required by COMAR
regulations. 2 As seen in the table above, the Maryland PTA programs on average include an additional
five (5) semester credits of general education coursework in order to meet either individual college
requirements or to fulfill CAPTE requirements for curriculum content.
Regarding clinical education, CAPTE criterion 3.3.3.1 (Attachment 3, p. 28) asks programs to
provide a rationale for the number of clinical education hours less than 520 or greater than 720 in the
curriculum. This reflects a national trend in clinical education of between 13 and 18 full-time weeks.
Relating this to Maryland COMAR regulations, up to 45 hours of non-classroom, non-laboratory clock
hours are equal to 1 semester hour3• In the Maryland PTA programs, an average of 12.86 semester
hours of clinical education is delivered in the curricula.
When looking at the 70 credit curriculum currently in place, an average of 25 semester credit
hours is represented in general education and 13 in clinical education leaving 32 semester credits for the
delivery of the content required by CAPTE accreditation, expected of the entry-level clinical practitioner
according to the APTA, required of the student during clinical internships, and tested in the national
board examination required for licensure. A 60 credit curriculum limit proposed by SB 740 would reduce
this number to 22 semester credits.
The table below translates this to the number of instructional hours in the technical and clinical
education portions of the PTA curriculum. For the purposes of this table, it will be assumed that
technical education courses are 3 credit courses, with 2 clock hours of lecture and 2 clock hours of lab
per week over a 15 week semester.
Number of technical
education credits
Number of 3 credit
courses
Number of lecture hours
per semester
Number of lab hours per
semester
Total number of
instructional hours
2
COMAR regulations, Section 138.06.01.03
3
COMAR regulations, Section 138.01.01.09
70 hour
curriculum
60 hour
curriculum
Difference
32 credits
22 credits
10 credits
11 courses
7 courses
4 courses
330 hours
210 hours
120 hours
330 hours
210 hours
120 hours
660 hours
420 hours
240 hours
It could be argued that the number of credits in either general education or clinical education
could be reduced in order to offset the reduced amount of credit hours in the 60 hour curriculum
proposal. Speaking as a group, the PTA educators voiced their concerns that the number of general
education credits in their respective curricula is essential for two reasons. First, completion of college­
level coursework with a minimum grade point average is used as one of the selection criteria in all of the
PTA Programs. Second, the general education coursework provides an essential foundation to support
learning in the technical education components of the PTA curriculum. A clear example offered was the
need for student foundation in anatomy and physiology (general education) to support kinesiology and
pathology (technical education).
Reducing clinical education hours is also difficult to justify. All of our programs have
professional advisory committees with membership from key communities of interest including clinical
instructors and employers. The PTA program coordinators expressed their concern that their respective
professional advisory committees are interested in more clinical education hours, not fewer. As
educators, the PTA program coordinators endorsed the idea that clinical education supports classroom
and laboratory learning, ultimately resulting in favorable graduation rates, national board exam pass
rates, and employment rates.
The experience of the Montgomery College PTA program Is submitted as evidence of a possible
outcome to the reduction of technical education semester hours. In 2007, the PTA Program at
Montgomery College was required to provide CAPTE Progress reports discussing the reasons for poor
graduation rates- three year average of less than 50%. When reviewing the issues, the PTA Program
Coordinator concluded that selection criteria used for program admission and two curriculum courses
represented significant barriers to graduation. Subsequently, program selection criteria were put into
place in order to admit students who seemed most likely to be academically successful.
In addition, the two curriculum courses -with content in kinesiology and neuropathology and
interventions- were comprehensively assessed. Students, faculty, and graduates agreed that the clock
hours allocated to these courses were less than needed. Scheduling changes improved graduation rates
somewhat in the 2008 and 2009 academic years. However, it was not until the curriculum was revised,
that graduation rates were routinely over 70%. Ultimately nine (9) semester credit hours of general
education credits were removed from the plan of study with these same nine semester credit hours
being devoted to a technical education pre-requisite for the kinesiology course; increasing the number
of contact hours in kinesiology lecture and lab; and increasing the number of contact hours in
neurological pathology and clinical interventions lecture and lab.
Professional licensure
licensure of our graduates requires passing of a national board exam developed by FSBPT.
Content outline for the board exam is determined by analysis of practice conducted by FSBPT every 5-7
years, with most recent content outline appearing on their web page at http://www.fsbpt .org . The
content outline appears in Attachment 8.
The PTA program coordinators expressed their concern that with fewer technical education
credits, the graduate will not be successful on the national board exam to the extent currently
experienced by each of the programs and reported below. Because licensure is connected to
employment rates, this information is also included.
Employment
rate 100% 98% 100% 100% Notel
Note2
100% 99.6% Licensure pass
rate
87%
95.6%
100%
94.3%
Program location
AllegenyC
Baltimore City CC
Carroll CCC
CACHE
Cecil C HowardCC Montgomery C
96%
94.6%
Average:
Note 1: Cecil CCC is a developing program, first graduating class anticipated Spring2016 Note 2: Howard CCC is a developing program, first graduating class anticipated Summer 2014 Offering the experience of the Montgomery College PTA Program as an example, with
curriculum changes that increased the number of hours of technical education beginning in 2009
through 2011, the outcomes seen in graduation rates, national board exam pass rates, and employment
rates improved as seen in the chart below.
Data for cohort
entry year I
graduation year
Fall2005/2007
Fall2006/2008
Fall 2007/2009
Fall 2008/2010
Fall 2009/2011
Fall 2010/2012
Fall 2011/2013
Fall 2012/2014
Fall 2013/2015 Graduation
II (rate) at
100% time In
curriculum
11 (61.1%)
7 (41.2%)
15 (71.4%)
16 (69.6%)
13 (61.9%)
17 (73.9%)
14 (60.9%)
Graduation
rate at 125% or
moretlmeln
curriculum 12 (66.7%)
7 (41.2%)
15 (71.4%)
18 (78.3%)
14 (66.7%)
19 (82.6%)
16 (69.6%)
3preparing Employment
rate of all
qualified
within 6
months
NPTE Pass rate
1stx
allx Ultimate
pass rate
9
5
10
12
14
18
10
13
6
16
14
19
83%
86%
67%
89%
100%
100%
93%
100% 100% 100% 100% 93% 100% 100% With graduation rates, national board exam pass rates, and employment rates all at risk with
a curriculum credit hour reduction recommended by SB 740, the PTA Programs In Maryland will
potentially be out of compliance with CAPTE In the areas of the curriculum (section 3) as well as In the
assessment and Improvement of program outcomes reflected in section 4 (Attachment 3, pages 30 ­
34). With only 2 years to bring a program back into compliance, we are concerned that loss of CAPTE
accreditation is a possible outcome. This in turn has devastating consequences to our students and our
professional community.
A second concern is that students graduating from programs with inadequate knowledge and
skills present a danger to the patients that they work with during clinical internships. The PTA Program
Coordinators submit that our current programs are successful in graduating safe clinical practitioners
and that this outcome is not assured with fewer academic credits in the degree program.
A final concern is that students rely on their instructors to provide them with the opportunities
and challenges needed to become successful, safe clinical practitioners. The expectation is that a
student who successfully graduates from the PTA academic program should be able to pass the national
board examination on the first attempt. It should be noted that each attempt will cost the student an
estimated$ 700. With a reduction in the number of credits in the PTA program curriculum, this
outcome is not assured. Even though the number of credits would be reduced, the content in the CAPTE
criteria, the clinical practice expectations, and the content tested on the board examination will likely
not change.
Respectfully submitted by PTA Program Coordinators,
Karin Savage, Allegany College of Maryland
ksavage@allegany.edu
James Oyett, Baltimore City Community College
jdyett@bccc.edu
Sharon Reid, Carroll County Community College
SRied@cccc.edu
Melody Stanhope, Cecil College
mstanhope@cecil.edu
David Thomas, Chesapeake Area Consortium for Higher Education (CACHE)
dcthomas@aacc.edu
Ken Crivelli, Howard Community College
kcrivelli@howardcc.edu
Nancy Greenawald, Montgomery College
ngreenawald@montgomerycollege.edu
Commission on Accreditation in
Physical Therapy Education
Americwt Physical Therapy Association
COMMISSIO IERS: Cliln
Cllllt
January 28, 2014
~t PT. PhD, FAPTII
Ann RoOM:l o.t.one, PhD
Vt:eCI181r Kll/by B/rllo~
Dixon• Brodo, PT, OPT. MPA, PlrO
TtitO:a H Chmooel. PTA. BAS
JiMn 81)'111 Coo, PT, OPT, PhO
llinbtr»y Pco~~..... ,.,, OPr.
ocs. MBA
Leal! 0\ofal<. F't>D
G1Vgory H
,,.lflf,PhD, FASAHP
Mort~
Hatrol . PT, MS, OCS
7illl L H•-. IIM, JO
Ko#lloolt M HlllllllgS. PT, MPT, El1D
SomM 1WI<ir g,PTA
1<11/llllrine Klft9, PT. /IIHS, P1IIJ
Se#l CM-~. PT. OPt. PhD
MNID MLM -. PT. MEd
Oi.lnD ~PT. ACEd
Cl.., _ Ponoo. PT. PliO. 'AAPT
Robot!E Pool, PT, F't>O
Sllaron II Rolrt, PT. M8A
Pamel<l 0 R4-. PT, EriD
Ch•'*'"- Bnui; Ro)wcln. F't>O
Ellt~~~t
K Seebo, MEd. MA, PhD
Ootuc<l SIJI!Iral, PT, 1"110
R - Btonl sao_ , PTA, &tO
L.aut11 U. S>oisl..,., I'T, ,.ltD, MDAI
a...d TIH•rlnQ<tr. PrA S,.,.. ,.n-.. ,, l'hD
~- V~. MS. M!d, P1IIJ Polw ZHoi:lll. PT, MS
NEXT MEETING 0.. TliS:
Aptf 2S-JO, 2IJ 14
- T· I'Z201 4
STAFF
Alaly .i1ne Hams, PT, liS. OSc Pfonl
Dtcdo r
.DouoJot R
1111 North Fairfa'( Strt:ct
Alexandria, Virginia 22314
Telephone· (703) 706·3245
Fmx: (703) 706-3387
Email: nccn;datatipu'u gptc om
C,_,.o. JT
Leoel PTAPIOQf8trr:s SP«bll$/
El*> Ptt:., PT. MEd
LJtliCl PT I"'Igntt ns Spea41sf J<o lho- fj"'M ­
ProDccrudiDib! SpodiJIIJI Sharon Reid, PT, MBA
Director
Physical Therapist Assistant Program Carroll Community College I601 Wnshin!>rton Rd.
Westminster, MD 21157
Dear Commissioner Reid:
Thank you for inquiring about the Commiss
ion· s
program length ru1d course content for accredite expectations and requirements related to
d physical therapist assistant education
programs. In your request for a clarification
abou
about program length, you indicated tbere was t the Commission's rationale and thinking
a current move at the state level to "cap or
limit" the maximum number ofcredits for asso
ciate degree programs . You will surely
remember during the November business mee
ting for the PTA panel of the Commission that
we discussed the trend in other states to estab
lish credit limits on associate degrees like the
ones proposed in the state ofMaryland. The
members of the panel which is comprised of
PTA
educators, college administrators, and clinician
s, generated several important considerutions
which continued to surface during a robust
debate; which focused on primarily on the issue s of
competency, quality, and safety.
The Commission appreciates and respects the
administrators when crafting legislative and reasons utilized by policymnkcrs and
policy requirements to assist with maintaini
ng a
reasonable cost for, and access to higher educ
ation
Commission which specific rationales ore bein . While it may not be evident to the
g used to suppon this initiative within the state
or institution, the Commission hopes the accr
edited physical therapist assistant education
programs in Maryland wiJI be considered for
a waiver to this policy requirement (at least
until
2016). The remainder of this communication
will provide a breakdown of the issues raise
d by
the Commission during its discussion and the
prim
should not be required to comply with this state ary reasons accredited PTA programs
requirement at this time.
First, the current mean for the total credits (incl
technical coursework) in accrtdited PTA prog uding all pre-reqwsite, general education , and
rams is 73.4 (2012 Fact Sheets). This
infonnarion is compiled from tbe self-reported
data from accredited and developing programs
in the Annual Accreditation Repon. The aver
age total credits reported by PTA education
programs during the last five years rcmai11ed
fairly constant. Available outcomes data
indicates accredited programs (as currently
configured) have achieved an ultimate three
year
licensure examination pass rute average of93
.2911/o (2008-2010), and a national three year
average employment rate of98.1% for the sam
that the current average length ofaccredited e period. This data would support the notion
prog
of content and development ofcompetent and rams is an important variable in the delivery
safe graduates for the workforce.
During the discussion, the Commission expr
requirement hnving unintended consequencesessed potential concerns about this new policy
, adversely impacting student and graduate
achievement levels, and the program's abili
ty to maintain compliance with minimum
outcomes requirements, or other Evaluative
Criteria. If student achievement levels drop
below
Sh:1t0n Rcid.PT, MBA
Carroll Commun ity College
-pg. 2­
minimwn acceptable levels for compliance, or if state mandated changes create conditions ofconditi
onal or non­
compliance with one or more ofthe Evaluative Criteria, the Commission would be required to withdraw
accreditation
from the program in 2 years if a citation resulted from those program actions; and it could not be
corrected due to the
mandated curriculum changes and the potential decrease in required contact hours to teach tbe breadth
and depth of
content for entry-level competence.
Second, the Commission is currently in the middle of its Criteria Revision process. The proposed
changes to the
criteria have been sent out to the community for comment and there is a public hearing being held
at the national
Combined Sections Meeting next week to solicit additional feedback for our process stakeholders.
If the feedback
received from the hearing and "call for comment" do not necessitate major changes by the workgrou
p, the proposed
standards could go into effect in January 2016 if adopted by the Commission at the Aptil or Novembe
r meeting this
year. Programs may need to actually add content based on expanding expectations for contempo
rary practice as
documented in the new Practice Analysis conducted by the Federations of State Boards of Physical
Therapy {FSBPT)
as they prepared to launch the new national licensure exam following creation of a new exam.blueprint.
The new
content is proposed in the revisions to the Evaluative Criteria so it is difficult to see how programs
will be able to add
contact hours and possibly credits as required to meet workforce needs and expectations. It might
be prudent for the
coordinating board to wnit for the outcome of the process to sec if aU accredited and developing
programs wi11 need to
make revisions to ensure compliance with new curriculum and content requirements.
Finally, there are two APTA Task Force Reports being voted on by the House ofDelegates for the
profession. In June
2014, the House ofDelegates will take up these reports two which propose expanding the patient-cl
ient management
model and also elevating the degree level for the physical therapist assistant to the baccalaureate
level. While there are
relevant considerations shared between the two reports, even of the House docs not approve a move
to the
baccalaureate degree, if the membership decides to make the client management model more permissiv
e, it would
elevate the role and utilization ofthe physical therapist assistant. If that were to happen, there wouJd
be additional
content required for physical therapist assistant education to ensure the successful perfom1ance oftheir
expanded
duties and responsibilities, and additional opportunities for the development of more advanced clinical
decision­
making skills ond abilities.
When viewed in aggregate, these development de1inented above should warrant consideration
in physical therapist assistant education pro~rams. We will k-now in April 2014 if the proposedfor delaying changes
Evaluative Criteria will be approved and ultlmately implemented, and in June a decision will revisions to the:
likely be made by the
APTA House of Delegates on the two Reports, which if either is approved would have a profound
impact on our
programs.
1f you have any questions about the infonnation I have provided. please feel free to contact me
at (703)
706-3241 or dou!.!clarkel@npta.org
Sincerely.
Douglas R. Clarke, Jr.
Accreditation Lead Specialist
PTA Programs