HIG) g a Sf a Republic of the Philippines ” Ighe, ss 4 |S OFFICE OF THE PRESIDENT % a J; COMMISSION ON HIGHER EDUCATION forriciat : ° = 8 RELEASE $ —_" cHeD Cantal orca CHED MEMORANDUM ORDER “G FeOORS ‘SECTION No. 55 * ye Series of 2017 US SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF SCIENCE IN PHYSICAL THERAPY (BSPT) EDUCATION In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994,” in pursuance of an outcomes- based quality assurance system as advocated under CMO No. 46, series of 2012, and by virtue of Commission en Banc Resolution No. 231-2017 dated March 28, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission for Physical Therapy Education, ARTICLE| INTRODUCTION Section 1. Rationale Based on the Guidelines for the Implementation of CMO No. 46, series of 2012, this PSG implements the “shift to learning competency-based standards/ outcomes-based education.” It specifies the ‘core competencies’ expected of BS Physical Therapy graduates “regardless of the type of HEI they graduate from.” However, in “recognition of the spirit of outcomes-based education and ... of the typology of HEIs,” this PSG also provides “ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions ....” ARTICLE I AUTHORITY TO OPERATE Section 2. Government Recognition All private higher education institutions (PHE!s) intending to offer BS Physical Therapy (BSPT) must first secure proper authority from the Commission in accordance with these PSGs. State universities and colleges (SUCs), and local colleges and universities (LUCs) should likewise strictly adhere to the provisions in these policies and standards. Autonomous and deregulated HEIs should comply with CHED minimum requirements as embodied in CMO No. 46, series of 2012, “Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an Outcomes-Based and Typology-Based QA’. Higher Education Development Center Building, C.P. Garcia Ave., UP Gampus, Diliman, Quezon City, Philippines Web Site: ywched.govph Tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296, 441-1220 “441-1228, 988-0002, 441-0750, 441-1254, 441-1295, 441-1255, 411-8910, 441-1171, 352-1871ARTICLE Il GENERAL PROVISIONS Per Section 13 of RA 7722, the Higher Education Institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs on the general education distribution requirements and specific professional courses. Section 3. Section 4. The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 8. The Technical Committee designed a Curriculum to attain such outcomes, This curriculum is shown in Article V Section 9 as a sample curriculum. The number of units of this curriculum is here prescribed as the ‘minimum unit requirement” under Section 13 of RA 7722. In designing the curriculum the Commission employed @ curriculum map which is shown in Article V Section 10 as a sample curriculum map. Using a learner-centered/outcomes-based approach the Commission also determined appropriate curriculum delivery methods as shown in the sample course syllabi given in Article V Section 12 show some of these methods. Based on the curriculum and the means of its delivery, the Commission determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty, as shown in Section Vil The HEIs should design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes can be assured by the alternative means they propose. ‘The HEls are highly encouraged to use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Article VIIL These PSGs are based on the existing 12-year basic education system and on the general education program aligned with K-12. They reflect the reform towards outcomes-based education. Page 2 of 62Section 5. 5A. 5.2. 53. 5.4. ARTICLE 1V PROGRAM SPECIFICATIONS Program Description Degree Name The degree program described herein shall be called “Bachelor of Science in Physical Therapy”. Nature of the Field of Study The Bachelor of Science in Physical Therapy is a four-year degree program consisting of general education and professional courses. It also includes an internship program that involves assigning students to different CHED-accredited affiliation centers that cater to various Patienticlient populations for a minimum of 1500 hours. The intern/student, during the course of the training, must have exposure to a variety of opportunities that will prepare them for the different roles expected of them upon graduation. HEIs may provide a minimum of 1200 hours of clinical experiences which include patienvolient evaluation and management from different populations, including but not limited to: neurological, musculoskeletal, cardiopulmonary, pediatric, geriatrics, well population and community. based rehabilitation. A minimum of 160 hours to a maximum of 300 hours should be used to provide training opportunities in a combination of other roles, termed herein as non-clinical rotation Institutions may provide purely clinical rotations, purely non-clinical rotations, or a combination thereof, provided that the hours dedicated to each are clearly specified. Program Goals The BSPT program aims to produce physical therapists who are competent to fulfill professional responsibilities in the following areas: patient/client care in various settings for different populations; ‘education of individuals and groups; administration and management of physical therapy programs, institutions and facilities, including private practice and delivery of home health care services; lifelong learning for the development of the professional; health promotion; advocacy for the advancement of the profession; ‘community service and development; and research, ose Fe-oe Specific professions/careers/occupations for graduates Graduates of BSPT are expected to be able to perform any of the following roles: a. Entry-level general clinical practitioner b. Educator, using basic teaching-learning principles Page 3 of 6255. Section 6. 64. 62. 63. cc. Manager of his own practice d. Consumer of research e. Advocates of physical therapy practice and functional movement for health 1. Community-based therapist Allied Fields Fields related to the performance of each of the roles stipulated in Section 5.4 are considered allied to physical therapy. Program Outcomes The minimum standards for the BSPT program are expressed in the following minimum set of learning outcomes: Common to all programs in all types of schools a. The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field of practice. (POF level 6 descriptor) b. the ability to effectively communicate orally and in writing using both English and Filipino ©. The ability to work effectively and independently in multi- disciplinary and multi-cultural teams. (POF level 6 descriptor) 4. A rrecognition of professional, social, and ethical responsibility e. An appreciation of “Filipino historical and cuttural heritage" (based on RA 7722) Common to Health Professions Clinical competence in specific profession Health professional and ethical practice Inter-professional education ‘Communication skills/Educator ifelong learner (personal/continuing professional development) Leader / manager / systems approach to health care Researcher Social advocate / mobilizer ve-paoge Specific to BSPT The following program outcomes are specific to BS in Physical ‘Therapy and integrate the expected outcomes common to all types of HEIs and common to all heaith professions a. Apply knowledge of physical sciences, social sciences, health sciences and natural sciences to the practice of physical therapy. b. Demonstrate consistent competence in conducting a comprehensive examination, evaluation, and assessment of patients/clients across the lifespan within a broad continuum of care, c. Demonstrate consistent competence in planning and implementing appropriate physical therapy interventions for patients/clients across the lifespan within a broad continuum of care. Page 4 of 626.4. d. Apply teaching-learning principles in different learning environments. e. Practice beginning management and leadership skills in various practice settings f. Demonstrate research-related skills in the application of best practice evidence in the performance of various roles in different practice settings. g. Promote health and improved quality of life through the practice of the profession. h. Actively engage in lifelong learning activities. i. Work effectively in an inter-professional collaborative setting. j. Demonstrate proficiency in oral and written communication skills as well as reading and listening k. Demonstrate social and professional responsibility and ethical behaviors in multi-cultural settings and scenarios. |. Maximize the use of innovative technology in the practice of the profession. a. For professional in: profession Common to a horizontal type as defined in CMO No. 46, s. of 2012 tions: a service orientation in one's b. For colleges: an ability to participate in various types of employment, development activities, and public particularly in response to the needs of the communities one serves discourses c. For universities: an ability to participete in the generation of new knowledge or in research and development projects To distinguish among HEIs according to horizontal typology types, HEIs are encouraged to develop BS in Physical Therapy curricula that provide focus in selected program outcomes, such as but not limited to: Horizontal Typology Types PROGRAM OUTCOMES Professional | College Institution University ‘Apply knowledge of physical sciences, social sciences, health sciences and natural sciences to the practice of physical therapy: ‘Demonstrate consistent competence in conducting a ‘comprehensive examination, evaluation, and assessment of patients/clients across the lifespan within a broad continuum of care ae |e ced Demonstrate consistent competence in planning and implementing appropriate physical therapy interventions for patients/clients across the lifespan within a broad continuum of care: ae |e ced Page 5 of 62Horizontal Typology Types PROGRAM OUTCOMES fessional | College | Universi = JL sk ___|_ Institution 4. Apply teaching-learning principles = 2 cee in different learning environments - 5. Practice beginning management and leadership skills in various + + aa practice settings 6. Demonstrate research-related skills in the application of best practice evidence in the + + ee performance of various roles in different practice settings 7. Promote health and improved quality of life through the practice +H He +H of the profession 8. Actively engage in lifelong learning od + ood activities 9. Work effectively in an inter- professional collaborative setting * | 70. Demonstrate proficiency in oral and written communication skills + + ” as well as reading and listening 11. Demonstrate social and professional responsibilty and ethical behaviors in multi-cultural “ wa] settings and scenarios | TZ. Maximize the use of innovative technology in the practice of the + + ” profession | + Minimum Requirement teh Focus Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional and local development plans" (RA 7722) A private HEI, at its option, may adopt mission-related program ‘outcomes that are not included in the minimum set. To distinguish the BS in Physical Therapy curriculum from curricula for post-baccalaureate, as well as the doctoral and post-doctoral degrees, based on the standards of the Philippine Qualifications Framework (PQF) and the Asian Qualifications Reference Framework (AQRF), progressive advancement of program outcomes for physical therapy are stipulated in Annex 1 Section 7. Minimum Performance Indicators This section contains a list of minimum performance standards by Which to measure the degree of attainment of each of the identified program outcomes. These performance standards will be used to evaluate student achievement throughout different points in the x. Page 6 of 62 , ° esTAL 7.2. 7.3. curriculum and will be used to develop course outcomes and learning ‘outcomes, ‘Apply knowledge of physical sciences, social sciences, health sciences and natural sciences to the practice of physical therapy. Performance Indicators: a. Appreciation of the human condition b. Knowledge of human behavior and performance, individual differences in ability, personality and interests, and learning and motivation c. Capacity to personally interpret the human experience 4. Ability to view the contemporary world from both Philippine and global perspective e. Self-assuredness in knowing and being Filipino f Capacity to reflect critically on shared concems and think of innovative, creative solutions guided by ethical standards g. Aptitude in tackling problems methodically and scientifically h. Ability to appreciate and contribute to artistic beauty i. Understanding and respect for freedom of religion and belief in God j. Ability to contribute personally and meaningfully to the country’s development Demonstrate consistent competence in conducting a comprehensive examination, evaluation, and assessment of patients/clients across the lifespan within a broad continuum of care. Performance Indicators: a. Utilize sound clinical reasoning skills in examination, evaluation, and assessment of patienis/clients including determining the prognosis b. Select and effectively utilize relevant, valid, reliable, and sensitive measures of health outcomes to determine and screen health status of patients/clients ©. Formulate a physical therapy diagnosis for the patientctient 4. Accurately and completely document results of examination, evaluation, and assessment according to accepted standards e. Communicate results of examination, evaluation, and assessment to patientsiclients and other stakeholders f. Determine the need for referral to appropriate qualified service providers Demonstrate consistent competence in planning and implementing appropriate physical therapy interventions for patients/clients across the lifespan within a broad continuum of care. Performance Indicators: a. Identify and prioritize problems that may be addressed by physical therapy interventions while utilizing sound clinical reasoning skills in planning and implementing appropriate physical therapy interventions ats Page 7 of 62 a BeTA, 75. b. Formulate specific, measurable, attainable, realistic, and time- bound goals for patients/clients ©. Select appropriate and cost-effective interventions for various patient/client populations and practice settings d. Effectively implement interventions to address client population needs e. Re-evaluate outcomes of interventions given to client populations and modify intervention plan as needed f. Determine need for continuance of treatment, discharge from treatment, or referral to appropriate qualified service providers g. Communicate results of re-evaluation and plan modification to patients/clients and other relevant stakeholders. h. Accurately and completely document results of according to accepted standards terventions Apply teaching-learning principles in different learning environments. Performance Indicators a. Develop an instructional plan appropriate to identified leamers, as follows: students, patients (age group, cognitive, and communication considerations), clients (individuals, groups or institutions), family and caregivers, general public (social status, education status, and gender considerations), peers, and other healthcare providers and professionals b. Implement effectively appropriate teaching strategies to achieve learning objectives ©. Evaluate achievement of leaning objectives for the target audience d. Provide feedback to identified learners in order to improve learning Practice beginning management and leadership skills in various practice settings. Performance Indicators: a. Develop a plan for the attainment of identified goals appropriate to their practice settings: academe; clinical setting; community; research; homecare; industry; and wellness b. Organize the internal structure of the practice environment and manage resources to ensure attainment of identified goals . Determine qualifications of staff necessary to implement the plan for the achievement of goals and objectives d. Demonstrate effective managerial and leadership skills to influence behavior of the team towards the attainment of goals and objectives ©. Monitor and evaluate the team’s performance based on identified goals in order to determine success f Contribute to the crafting of local policies to strengthen the institutionalization of physical therapy services 9. Demonstrate capacity to establish an independent professional practice model while utilizing basic entrepreneurial skills h. Apply the concepts of customer and personal service, and public safety and security in the delivery physical therapy services Page 8 of 6278. 77. Demonstrate research-related skills in the api practice evidence in the performance of various roles in different practice settings. Performance Indicators: a. Identify relevant practice questions based on a particular context b. Conduct a systematic search of related research articles (best available evidence) in libraries and databases using identified keywords ©. Critically appraise research articles using accepted standards d. Utilize valid research findings in evidence-based practice (to focus on extracting the practical and clinical implications of research findings) e. Contribute to the development of institutional, local, national, and international programs and policies that can influence physical therapy practice, and health in general Demonstrate basic skills in conducting a formal research may include:* Identifying relevant research problems that warrant investigation; Choosing an appropriate research design and methodology Conducting an ethics-approved research protocol Applying appropriate statistical analysis methods/models for data collected Documenting results of research according to prescribed format g. Effectively communicate findings of the research to an audience through oral and poster presentations h. Draft a research report in its publishable form following guidelines and standards of a chosen journal" i. Apply basic ethical principies and good clinical practice in health research Exercise integrity in the conduct of research Collaborate with researchers in other areas of specialization to generate research with broader application or impact |. Identify and maximize sources of funding to support the conduct of research* Sepe = “indicators f, h and | are expected of University-level programs Promote health and improved quality of life through the practice of the profession. Performance Indicators: a. Assess general state of health and quailty of life in different client populations across the lifespan b. Develop / create / enhance a plan for weliness and health promotion for different client populations across the lifespan c. Implement a plan for wellness and health promotion for different client populations across the lifespan d. Eveluate the effectiveness of wellness and health promotion programs in improving quality of life of different client populations Page 9 of 6278. 79. 7.10. 71, Actively engage in lifelong learning acti Performance Indicators: a. Develop metacognitive skills that will allow for effective self- assessment of levels of competence for performance of tasks in various practice settings b. Engage actively in self-directed learning strategies / opportunities c. Engage actively in formal and informal continuing professional development activities to remain updated with current trends in practice Work effectively in an inter-professional collaborative setting. Performance Indicators: a. Understand the role and scope of practice of PT in the healthcare continuum b. Understand the role and scope of practice of other healthcare providers in the healthcare continuum Appreciate the roles of other stakeholders in the care of clients ‘Accommodate other roles to adapt to the needs of the work setting e. Demonstrate appropriate behavior as @ productive member of the team f. Show sensitivity and respect the beliefs and values of others that may be different from one’s own 9. Communicate effectively through verbal, non-verbal, and written forms when dealing with other stakeholders Demonstrate proficiency in oral and written communication skills, as well as reading and listening. Performance Indicators: a. Express thoughts and ideas effectively and proficiently in verbal and written forms using English and Filipino and/or any relevant language in formal and informal venues b. Demonstrate effective and appropriate use of available technology in various communication contexts ©. Demonstrate accuracy in documentation in the practice of physical therapy d. Observe prescribed guidelines in preparing written documents e. Complement verbal communication with appropriate non-verbal signs consistently 1. Demonstrate reading comprehension at all levels g. Practice active listening h. Relay information effectively while considering the number and characteristics of the audience Demonstrate social and professional responsibility and ethical behaviors in multi-cultural settings and scenarios. Performance Indicators: ‘a. Respond to the needs of the physical therapy profession and other healthcare professions, as appropriate to one’s level of competence and resources b. Respond to the needs of the community at-large, as appropriate to one’s level of competence and resources Page 10 of 62 its “Sh7.12, Section 8. a4. 82. 83. Section 9. . Exercise integrity in all undertakings d. Demonstrate appropriate professional behavior as a productive member of a team . Ensure that any decision and action will benefit others and will not result to any harm 1. Provide equal opportunities to everyone regardless of gender, race, religion, political affiliation, economic status, educational background, and societal position g. Allow others to make informed decisions for themselves h. Apply knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency ules, and any processes pertinent to the practice of physical therapy i. Adhere to the physical therapy scope of practice and Code of Ethics Maximize the use of innovative technology profession. the practice of the Performance Indicators: a. Access relevant existing innovative technology b. Adopt existing technology relevant to the practice of the profession ©, Develop new technology to advance effective and efficient practice of the profession ARTICLE V CURRICULUM Curriculum Description The curriculum of the BS in Physical Therapy program should be designed in a manner that will effectively develop the expected institutional outcomes and program outcomes, appropriate to a HEIs horizontal typology. Higher education institutions offering Bachelor of Science in Physical Therapy may exercise flexibility in their curricular offering, but should ensure that the following minimum requirements are met’ Four years or 8 full semesters, including internship. ‘Twenty-one (21) units per semester, including PE and NSTP One thousand five hundred (1500) internship hours, with 1200 hours devoted to clinical experience and a maximum of 300 hours devoted to non-clinical rotations developing competencies related to all other roles. Sample Curriculum The Bachelor of Science in Physical Therapy curriculum should be drafted for a minimum of four years (8 semesters), with at least 42 units per school year, totaling minimum of 182 units including the prescribed general education curriculum, PE, NSTP and internship. re NS, Page 11 of 62o4. 92 The courses in the curriculum may be enhanced in order to adequately develop the identified institutional and program outcomes. The curriculum should take into consideration the competency level required for each program outcome as a student progresses from one year level to another. Developing the Courses in the Curriculum HEls are given the flexibility to formulate their own courses using an approach that is most suitable to the progressive development of the outcomes they have identified. Clustering of content in developing the curriculum may take on particular approaches such as systems- based, regional approach, based on specialty areas, incorporation of integration courses, and use of distributed inteship. Whatever approach the HEI decides to use, this should take info consideration the needs of the HEI's various stakeholders, credit transfer systems, the licensure examinations, and other factors that may be relevant to curriculum development. In drafting the curriculum, the following General Education (GE) courses should be included Subjects Units Understanding the Self Readings in Philippine History Contemporary World Mathematics in the Modem World Purposive communication ‘Art Appreciation Science, Technology and Society Ethics Electives Mandated Courses Physical Education (PE) National Service Training Program (NSTP) TOTAL Yowrvcsssesvve Content Standards for Each Program Outcome This section specifies the minimum content that should be taught in order to develop each of the identified program outcomes. These content standards were mostly derived from the Guidelines for Physical Therapy Professional Entry-Level Education drafted by the World Confederation for Physical Therapy. This content will have to be enhanced in order to fulfill the HEI's, institutional outcomes, appropriate to their respective typologies. Enhancements may be incorporated by using various strategies such ‘as, but not limited to: Page 12 of 62Offering more courses that cont particular outcomes; Increasing the number of units, and consequently, hours devoted to particular courses; Development of program outcomes to a higher level within a shorter span of time, as depicted on their curriculum map; and The use of teaching-leaming strategies and evaluation methods that aim to target higher order thinking skills at an earlier stage. ute to the development of These enhancements should be reflected in the curriculum through the use of the matrix shown in Annex 2. Program Outcomes Performance Indicators | Minimum Content 1. Apply knowledge of | 7. Appreciation of the human |= As indicated in GE physical sciences, condition curriculum (CMO No. social sciences, 2. Knowledge of human behavior and | 20, series of 2013) health sciences and performance, individual differences natural sciences to in ability, personality and interests, htto:/www.ched.gov.ph! the practice of and learning and motivation wo: physical therapy 3. Capacity to personally interpret the | content/uploads/2013/0 human experience TICMO-No.20- 4. Ability to view the contemporary 82013.pdf | ‘world from both Philippine and global perspective 5. Self-assuredness in knowing and being Filipino 6. Capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards 7. Aptitude in tackling problems methodically and scientifically 8. Ability to appreciate and contribute to artistic beauty 9. Understanding and respect for freedom of religion and belief in God | 10. Ability to contribute personally and meaningfully to the country’s development 2. Demonstrate 1. Utilize sound clinical reasoning + Principles of clinical consistent skills in examination, evaluation, reasoning | competence in and assessment of patientsiclients |» Psychometric properties conducting a including determining the prognosis | of outcome measures comprehensive 2. Select and effectively utilize (validity, reliability, examination, relevant, valid, reliable, and sensitivity) evaluation, and sensitive measures of health * Standardized outcome assessment of outcomes to determine and screen | measures for different patientsiclients health status of patients/clients client populations | across the lifespan | 3. Formulate a physical therapy httpvivww. wept orainod within a broad diagnosis for the patienticlient 2/29858 continuum of care | 4. Accurately and completely htto:diwww.rehabmeasur document results of examination, es.org/default.aspx evaluation, and assessment ogee oy Page 13 of 62Program Outcomes Performance Indicators Minimum Content ‘according to accepted standards Communicate results of ‘examination, evaluation, and assessment to patientsiclients and other stakeholders Determine the need for referral to appropriate qualified service providers How to formulate a PT diagnosis Use of ICF Guidelines httpvdwww.wept.ora/site siwept.ora/filesifiles/KN- | ICE-Intro-eng.pdf | http:liwww.who.int/classi fications/icflicfbeginners guide pdf Refer to WCPT Guidelines for PT Professional Entry-Level Education http://www. wept.ora/site siwept oraffiles/files/Gui deline PTEducation co mplete.pdf © Section 5.1.1.4 Assessment! Examination © Appendix A-A’ Examination’ Assessment! Evaluation © Appendix B: Practice Settings Community diagnosis Environmental assessment Workplace communication Referral networks, roles of members of the rehab team 3 Demonstrate consistent competence in planning and implementing appropriate physical therapy interventions for patients/clients across the lifespan within a broad continuum of care Tdentify and prioritize problems that may be addressed by physical therapy interventions while utilizing sound clinical reasoning skills in planning and implementing appropriate physical therapy interventions Formulate specific, measurable, attainable, realistic, and time-bound goals for patients/ctients Select appropriate and cost- effective interventions for various patienticlient populations and practice settings Effectively implement interventions Refer to WCPT Guidelines for PT Professional Entry-Level Education http://www. weptorg/site siwept.oraffiles/files/Gui deline PTEducation co mplete.pdf © Section 5.1.1.5 Plan of carelinterventionitre atment © Section 5.1.1.7. Re- evaluation of Outcomes: Page 14 of 62Program Outcomes | Performance Indicators | jum Content | to address client population needs © Section 5.1.2. | 5. Re-evaluate outcomes of ‘Communication interventions given to client | © Section 5.1.4. populations and modify intervention | Critical Analysis, plan as needed Clinical Reasoning, 6. Determine need for continuance of | Clinical Decision treatment, discharge from Making treatment, or referral to appropriate | © Section 5.1.10. qualified service providers Management of 7. Communicate results of re- care! intervention’ evaluation and plan modification to treatment delivery Patientsiclients and other relevant © Appendix A-B: | stakeholders interventions/Treatm | 8 Accurately and completely | ents | document resutts of interventions © Appendix B according to accepted standards Practice Settings | + WCPT guidelines for | | curricular for physical | therapists delivering | | quality exercise programmes across the | life span http:/www wept ora/site siwcptoraffiles/files/Gui deline Exercise Expert ‘s_complete. pdf ‘+ Principles of Evidence- Based Practice http://www. wept orgleby http://www. wept orgisite shwcpt org/files/files/PS EBP_Sept2011.paf ‘+ Group and Population Interventions - Apply teaching- 7. Develop an instructional plan © Refer to WCPT learning principles in| appropriate to identified learners, Guidelines for PT different learning as follows: students, patients (age Professional Entry-Level environments group, cognitive, and Education communication considerations), httovAwmnw.wept ora/site family and caregivers, general siwont oraffiles/files/Gui public (social status, education deline PTEducation co status, and gender considerations), | mplete.paf peers, and other healthcare © Section 5.1.5. providers and professionals Education 2. Implement effectively appropriate» Developing instructional teaching strategies to achieve plans for teaching learning objectives individuals, groups and 3. Evaluate achievement of learning ‘communities objectives for the target audience 4._ Provide feedback to identified Page 16 of 62Program Outcomes Performance Indicators Minimum Content Teamers in order to improve learning 5. Practice beginning management and leadership skills in various practice settings, | [8 Demonstrate research-related skills in the application of best practice evidence in the performance of various roles in different practice settings 7. Develop a plan for the attainment | + Referto WOPT of identified goals appropriate to Guidelines for PT their practice settings: academe; Professional Entry-Level alinical setting; community; Education research; homecare; industry; and hitp:/ivaww.wept.ora/site wellness siwept oraifiles/files/Gui 2. Organize the internal structure of deline PTEducation co the practice environment and mplete.paf manage resources to ensure © Section 5.1.6. attainment of identified goals Management! 3. Determine qualifications of staff administration! necessary to implement the pian supervision for the achievement of goals and © Section 5.1.10. objectives Management of 4. Demonstrate effective managerial care/ intervention! and leadership skills to influence treatment delivery behavior of the team towards the attainment of goals and objectives | + Program planning, | 5. Monitor and evaluate the team’s implementation and | performance based on identified evaluation goals in order to determine success | Business management 6. Contribute to the crafting of local | and entrepreneurship policies to strengthen the | WHO CBR Guidelines institutionalization of physical http:iwww.who intidisab therapy services ies/cbr/quidelines/en/ | 7. Demonstrate capacity to establish |” an independent professional © Disebilily Inclusive | practice model while utilizing basic Disaster Risk Reduction | entrepreneurial skills and Management | 8. Apply the concepts of customer | and personal service, and public international. chisitesich’ | safety and security in the delivery files/documents/files/incl physical therapy services usive disaster risk red uction_post201_hi expe | rtise.pdf | httoulwww preventionw | eb.nevfiles/38358 3835 Shiempowermentandpar ticipationi.pdt 7. Identify relevant practice questions | + Refer to WCPT based on a particular context Guidelines for PT 2. Conduct a systematic search of | _Professional Entry-Level related research articles (best Education available evidence) in liraries and | _http:/www.weptora/site databases using identified siwept.oraifiles/files/Gui keywords deline_ PTEducation_co 3. Critically appraise research articles | _mplete.pdf using accepted standards © Section 5.1.1.9. 4. Utilize valid research findings in Evidence-Based evidence-based practice (to focus Practice Page 16 of 62 ee i QDProgram Outcomes Performance Indicators imum Content ‘on extracting the practical and clinical implications of research findings) © Section 5.1.7. Research 5. Contribute to the development of | Quantitative and institutional, local, national, and qualitative research international programs and policies | designs and methods that can influence physical therapy | http/mmw wept orainod practice, and health in general 29656 6. Demonstrate basic skils in conducting a formal research may Biostatistics and data include.” analysis a. Identifying relevant research problems that «Ethics in research warrant investigation; httpvAwww.ched.gov.phi | b. Choosing an appropriate wi research design and contentlupioads/2014/1 methodology 4ICMO-No.34- . Conducting an ethics- $2007.pdf approved research protocol . Applying appropriate https i statistical analysis fesearch.phlindex.php/p methodsimodels for data ho collected downloads/category/4- fe. Documenting results of neg research according to prescribed format 7. Effectively communicate findings of the research to an audience through oral and poster presentations 8. Draft a research report in its publishable form following | guidelines and standards of a chosen journal" 9. Apply basic ethical principles and 00d clinical practice in health esearch 10. Exercise integrity in the conduct of research 11, Collaborate with researchers in other areas of specialization to generate research with broader application or impact 12, Identify and maximize sources of funding to support the conduct of research” “Indicators 6, 8 and 12 are expected of University-level programs: Promote health and | 7. Assess general state ofhealth and |» Referto WCPT improved quality of quality of lfe in different client Guidelines for PT life through the populations across the lifespan Professional Entry-Level practice of the 2. Develop /create/ enhance aplan Education Page 17 of 62Program Outcomes Performance Indicators Minimum Content profession for wellness and heaith promotion for different client populations across the lifespan Implement a plan for wellness and health promotion for different client populations across the lifespan Evaluate the effectiveness of wellness and health promotion programs in improving quality of life of different client populations hitoviwww wept ora/site /weptora/filesit i deline PTEducation_co mplete pdf © Appendix A-A: Examination! Assessment Evaluation © Appendix B: Practice Settings Scope of practice of PT: roles and functions in health promotion and disease prevention ‘http/Awww. wept ora/nod 0/29535 Health and wellness promotion outcomes; quality of life measures Health and wellness. promotion strategies Teaching and learning strategies for big groups Evaluation strategies, methods, and tools of health promotion programs/strategies Quaiity of life measures Public health care system and role of PTS in public health 8. Actively engage in lifelong learning activities - Develop metacognitive skills that will allow for effective self- assessment of levels of competence for performance of tasks in various practice settings Engage actively in self-directed learning strategies / opportunities Engage actively in formal and informal continuing professional development activities to remain updated with current trends in practice Definition of lifelong learning http./wwnw. wept orainod 9/47925 itp /wwnw.wopt.ora/poli cy/ps-education Lifelong learning strategies and activities http:waw.wept.oraisite siweptorgffiles/files/Gui deline CPD_ Complete, pdf Self-assessment tools for evaluation of leaming Page 18 of 62Program Outcomes Performance Indicators Minimum Content Philippine Qualifications Framework: career progression hitp://asemlllhub.oraffile adminiwww.asem.au.dk Inational_strategies/che d2.pdf CPD Framework from PRC Reflective practice an inter-professional collaborative setting Understand the role and scope of practice of PT in the healthcare continuum Understand the role and scope of practice of other healthcare providers in the healthcare continuum Appreciate the roles of other stakeholders in the care of clients ‘Accommodate other roles to adapt to the needs of the work setting Demonstrate appropriate behavior as a productive member of the team Show sensitivity and respect the beliefs and values of others that may be different from one's own ‘Communicate effectively through verbal, non-verbal, and written forms when dealing with other stakeholders Scope of practice of PT hitp:/ivayw.wept.orginod 2129535 Roles of other healthcare providers (beyond the usual members of the rehabilitation team) Professional socialization Cultural competence and sensitivity Service delivery approaches / systems in health: Philippine public health system; hospital system; patienticlient referral system; independent professional practice: team approaches 10. Demonstrate proficiency in oral and written communication skills as well as, reading and listening Express thoughts and ideas effectively and proficiently in verbal and written forms using English and Filipino and/or any relevant language in formal and informal venues Demonstrate effective and appropriate use of available technology in various ‘communication contexts Demonstrate accuracy in documentation in the practice of physical therapy Observe prescribed guidelines in preparing written documents ‘Complement verbal communication with appropriate non-verbal signs consistently Demonstrate reading comprehension at all levels Refer to WCPT Guidelines for PT Professional Entry-Level Education htlo://www.wept.ora/site siwept oraffiles/files/Gui deline PTEducation co mplete.pdf| © Section 5.1.2, Communication Technical writing in the context of practice Workplace ‘communication Page 19 of 62Program Outcomes Performance Indicators um Content codes, court procedures, precedents, government regulations, executive orders, agency rules, and any processes pertinent to the practice of physical therapy Adhere to the physical therapy scope of practice 7. Practice active listening 8. Relay information effectively while | considering the number and characteristics of the audience [47. Demonstrate social | 7 Respond to the needs of the Refer to WCPT and professional Physical therapy profession and Guidelines for PT responsibility and other healthcare professions, as Professional Entry-Level ethical behaviors in appropriate to one's level of Education multi-cultural competence and resources htto-iwwaw.wept ora/site settings and 2, Respond to the needs of the siwept.oraffiles/files/Gui scenarios community at-large, as appropriate deline PTEducation co to one's level of competence and mplete.paf resources © Section 5.3 3. Exercise integrity n all Professional undertakings Behaviors 4, Demonstrate appropriate Laws inherent to the professional behavior as a practice productive member of a team hitoz/pre.aov.phiprbidef 5. Ensure that any decision and | aultaspx?id=37&conten | action will benefit others and will © {=217 not result to any harm | | 6. Provide equal opportunities to http-wwaw.neda.gov.phy |” everyone regardless of gender, disability-laws/republic- race, religion, political affiliation, acts/republic-act-7277/ economic status, educational background, and societal position http-wwaw.neda.qov phi 7. Allow others tomake informed | —_isabilty-laws/republic- decisions for themselves | acts/republic-act-9442/ | 8. Apply knowledge of laws, legal http://www. gov.ph/2016/ 03/23/republic-act-no- 10754/ Code of ethics and standards of practice for physical therapists in the Philippines http://pre.gov.phiprbidef ault.aspx7id=37&conten 17 Principles and Implementation Guidelines of ‘Community-Based Rehabilitation http:/www.who intidisab ies/cbr/quidelines/en/ technology in the practice of the profession Access relevant existing innovative ‘technology Adopt existing technology relevant | to the practice of the profession Develop new technology to Use of available resources in the context | of practice Indigenization — use of local resources, in Page 20 of 62