Learning Planner and Tracker Evaluation Criteria
Learning Planner
1
2
Year 1
The learning indicators listed on the submitted
LPT 1 plan match the information reported in
member profile.
The learning goal is easy to read. It specifically
identifies a target (knowledge, skill, product or
process) for improvement that can be achieved
within the stated time period.
Yes
Yes
Year 2
Minor
Deficiency
No
Major
Deficiency
Minor
Deficiency
No
Major
Deficiency
Yes
Yes
Minor
Deficiency
No
Major
Deficiency
Minor
Deficiency
No
Major
Deficiency
If Minor or Major Deficiency : Provide a recommendation for improving the goal
Be more specific
List a knowledge, skill, product or process for improvement
Goal does not seem achievable within a one year time frame
Goal seems inappropriate for maintaining physiotherapy competence or enhancing professional services (out of scope,
frivolous)
Notes:
3
The rationale for the learning goal is easy to read
and provides logical explanation(s) as to why the
goal was selected with linkages to one’s current
practice/job role.
Yes
Minor
Deficiency
No
Major
Deficiency
Yes
Minor
Deficiency
No
Major
Deficiency
If minor or major deficiency: Indicate the issues and recommendation for to improvement.
Notes:
Learning Tracker
4
Year 1
The entry in the first “description of learning
outcomes” is easy to read and organized.
Yes
Minor
Deficiency
Year 2
No
Major
Deficiency
Yes
Minor
Deficiency
No
Major
Deficiency
No
Major
Deficiency
Yes
Minor
Deficiency
No
Major
Deficiency
No
Major
Deficiency
Yes
Minor
Deficiency
No
Major
Deficiency
No Major
Deficiency
Yes
Minor
Deficiency
No Major
Deficiency
If minor or major: Indicate the issue and recommendation for improvement
Notes:
5
The entry in the first “description of learning
outcomes” goes beyond simply describing what
was learned or done. It demonstrates critical
thinking* (i.e. reasoning evaluation, judgement)
around how learning impacted/enhanced practice.
Yes
Minor
Deficiency
If minor or major: Indicate the issue and recommendation for improvement
Notes:
6
The entry in the second “description of learning
outcomes” is easy to read and organized.
Yes
Minor
Deficiency
If minor or major: Indicate the issue and recommendation for improvement.
Notes:
7
The entry in the second “description of learning
outcomes” goes beyond simply describing what
was learned or done. It demonstrates critical
thinking* (i.e. reasoning, evaluation, judgement)
around how learning impacted/enhanced practice.
Yes
Minor
Deficiency
If minor or major: Indicate the issue and recommendation for improvement.
Notes:
8
A minimum of one current external resource (i.e.
course, reference, article, pathway, practice
guideline, group) was used to inform learning.
Overall Rating
Acceptable
Yes
No
Acceptable - Minor
Yes
No
Not Acceptable
*Critical Thinking: Disciplined thinking that is clear, rational, open-minded, and informed by evidence. It involves a mental process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion.


LPT 1
LPT 2
Requirements Met


Decision
LPT 1
LPT 2
Deficiency


LPT 1
LPT 2
Requirements Met


LPT 1
LPT 2
Major Deficiency


LPT 1
LPT 2
Requirements Not Met


LPT 1
LPT 2
Minor Deficiencies
a.
b.
c.
d.
e.
f.
g.
h.
i.
completion issues with learning indicator, missing, words written, mismatch with profile
issues with the wording of goals
goal statements that seem unrealistic to be accomplished in a one year time period
goal is not directed at meaningful changes to competence, patient care or quality physiotherapy/health services
rationale for goal missing
action plan timelines missing or incomplete
two learning outcomes listed in one section
current external resources not listed
other
Major Deficiencies
j.
k.
l.
insufficient information to indicate learning goal was accomplished (i.e. no goal, no outcomes)
goals for two years written on one LPT form
key competency missing from member profile and their form (i.e. issues with veracity of completion and/or renewal
declarations)
m. other
*Critical Thinking: Disciplined thinking that is clear, rational, open-minded, and informed by evidence. It involves a mental process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion.