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Program Outcomes Performance Indicators um Content advance effective and efficient ‘compliance with practice of the profession standards ‘+ Principles and applications of health informatics ‘+ Copyrights, trademarks and patents htto:/ipcii.ora/bloaAwe- docs/RA8293 pdf Section 10. ‘Sample Curriculum Map This section provides an example of how to thread the identified program outcomes through the different courses in the curriculum. This should guide the development of the expected outcomes at different points within the program to ensure that the HEI is on-track in achieving the expected program outcomes. Similarly, the HEI should be able to thread the institutional outcomes across relevant courses in the curriculum. The HEIs should not be limited to the competency levels indicated in this sample curriculum map, but are highly encouraged to determine the competency levels appropriate to their institutional outcomes and capacities Key Legends for Competency Levels: 1 — Introduced: Basic concepts are merely introduced; concepts, beginning skills taught (skills laboratory) P — Practiced: The concepts and principles are presented with applications; actual case, skills lab, actual exposure (with supervision) D - Demonstrated: 1+ P with skills acquisition; actual patient care including clinical scenarios, with minimal or no supervision The sample curriculum map provided herein is only meant to demonstrate how courses may be named and how these may be threaded through the program outcomes. This curriculum map will NOT suffice for immediate use by an HEI, as the HEI is expected to reflect its institutional outcomes, horizontal typology, clustering of content, and other enhancements into the curriculum map. RS 4%, Si e Page 21 of 62SAMPLE CURRICULUM MAP FOR A BACHELOR OF SCIENCE IN PHYSICAL THERAPY PROGRAM. FIRST YEAR, FIRST SEMESTER PROGRAM OUTCOMES | Units |A|B[C|D E[F[G[H[1[J[K[L Understanding the Self 3 Terr er Mathematics in the Modern 3 {tT TITY - Tey - World =| ‘Science, Technology and ee Society | [Purposive Communication 3 OEE ae [Pe 2 eee NSTP 3 ee GE Eledive 1 3 ‘Anatomy Te PO oe Physiolog 2iec PL I Ti {Pit it rir tet itt Sub-Total | 24 FIRST YEAR, SECOND SEMESTER PROGRAM OUTCOMES | Units |A|B|C|D|e|F[G/H|I[J Readings in Philippine History | 3 [1 |-|-|1{1[1]-[1[1/P Contemporary Worid 3_-- e- ‘Art Appreciation 3_(1{- rte Mandated Course (Rizal) 3_tP fT Tt Ethics 3 t-te GE Elecive 2 3 PE eee NSTP 3 Tif. t-TPl}Pl- Ptr fete rt Introduction to Physical Therapy | lec |P[1 111 1{ tli} rtr lett Sub-Total | 25 ‘SECOND YEAR, FIRST SEMESTER PROGRAM OUTCOMES Units [A|B/C| DEF] GIA! [JI KIL GE Elective 3 3 PE i 2 eee Applied Anatomy and 5 (3 lec, Api ratory Bs |p| ple] p[p|e| [pli [ol P| Peychiatric Foundations 2iec | P{T|1/P/T]P[1 [1 {1 [ole Principles of PT Evaluation 4@tec: pl plilplplilelifilel ili Hum Dev 2iec [PITT PPP iT It {1 opr CBR1 [aes _[PTPTOTPTPTPTP|1 Pl PIP le] re 3(2 lec: ‘eaching and Learning oor fPLt ft feet efit fel elif ‘Sub-Total | 23 OM, Page 22 of 62SECOND YEAR, SECOND SEMESTER PROGRAM OUTCOMES Units [A)B|C|D/E|F[G]H[1 [J] KIL PE Pa Orthopedic/RheumaiSports PT 1 "tar plolp|p]P|p/p/e| P| p|pjo Neuroanatom| 3lec [Plt {i lPlr {Peli {tft folie 3 lec: CBR2 ace |p| [P|] P|] D] P| 0] o| 0/0 Physical Agents and 2 (1 lec; | Eeaeaceen {ath [0|P[o|P]P]P|P]P|P| | 0) 0 Organization and Administration | °,7,6° 0 - | -| P| 0] 0] 1 |0| || 0) 0 Teaching and Learning 2 21 lec: (mass education) tiaby |PLPLPLPLPLP/ PIPL Pie) Pie Assistive Technologies a p/plplele|p|P|1)P\oje|o Pediatric PT $ Gare’ [D|D]D|0| P| 0/0] P| P| o]o| 0 Sub-Total | 23 — THIRD YEAR, FIRST SEMESTER PROGRAM OUTCOMES | Units [A] 6) C[0/E[F[G[H[1[J[ KIL Orthopedic/Rheuma/Sports PT 2 ae p|o| |p| P}p| p) P| P}0| o|> Neurologic PT 1 ed p|p|o|p| P}p| po) P| P|o| o|> Watts and Feat Fematen = (1&6 | 5/5] 0/9] p|o| o|P| P|] o|0 ‘Community Development Tlec_|D|6|D|5| P| D) D| P| P| O| Do Intro to Research ese) [PlPlP|+[efelelP|![olo|o Geriatric PT $F |2|2[2] | P| >| 0] P| P| p| 0] internship 7 6 || 0/0) d/o/o1 0) o/b o/ blo Sub-Total) 27 am THIRD YEAR, SECOND SEMESTER PROGRAM OUTCOMES | Units [A]8[¢|D|E[F[G[H|1[J|K[L Orthopedic/Rheuma/Sports PT 3 | *{7°8° |p| D| D| D| P| D| D| P| P| D| DD Neurologic PT 2 5{iagr [P| 0] 0] 0| P| 0] 0] P| P| 0] 0] > Research Proposal Writing ete p/p|P|P|p|P|P|P|p|p|p|o Cardiopulmo PT 3 Fay [P| 2/2] 2| P| 0/0] P| P| D/o| industrial Rehabilitation Tlec_[D/ D|D/ O| P| bd] B/P| Plo BD Innovations in PT Service Delivery 1 (clinical systems) tec |p) P|P|P]}D|0|P|o| 0] o] | 0 Page 23 of 62THIRD YEAR, SECOND SEMESTER (CONTINUATION) PROGRAM OUTCOMES | Units [A F[ 6) HT [J[KIL Integumentary PT age |p b]p|P|P| po} 0}> Internship 2 6 10 D[b|D| 5/6) D/o Sub-Total | 21 FOURTH YEAR, FIRST SEMESTER PROGRAM OUTCOMES | Units | A[B|C|D/E|F|G[H|1[J[ KIL Wellness and Health 2 ile Promotion 2 ‘|p| p| 0] 0] |b] b| 0] b| 0] b| o lab) Health Informatics 3 apr [2] 0] 0) 0] 0| D| 0] | dj o| | o Innovations in PT Service | Delivery 2 (non-clinical systems) | 21° | ©] P| P| P| D/O} P/O) 0| 0/0) 0 Health and Social Media Ties_[B|0/D/ 0/0) 5] b/d] b/ oo] o Research Implementation Ae DB] | 0] 0] D) oJ 0} 0] o| oo] o internship 3 “9 || b/0/ o/b} o/ /5| b| dD] o| ‘Sub-Total| 21 | FOURTH YEAR, SECOND SEMESTER PROGRAM OUTCOMES | Units |A| 8 | C)D/E[F]G[H[1|J[K[L Seminar 2lab | DD [0/00] 0] 0/0) 0) 0| 0/0} Professional Ethics 6lec_[D| D | 0/0] 0/0/ 0] b/ d/o] 0/0 Research Dissemination 2 (tec: [DJ _D [| D|D| D| D/O] o/ oO} o}o 1 lab) Research Translation Tlec_[D| D || 0] 0] 0) | 5/p/D|D/D Wiiting for Publication Tec [D[_D [0/0] 0] 0) 0/ b/b/o[ o/o Internship 4 9 [DD [o/0/ 0/0) b/d/ | o| D/O} Sub-Total| 21 Section 11. Sample Course Outcomes This section provides examples of course outcomes appropriate to the competency levels required to develop the program outcome in that specific year and semester. outcomes should be iterative to curriculum mapping in order to validate the appropriate competency levels. The process of developing course a 0 Page 24 of 62First Year First Semester Program | Competency | Subject | outcome | Level Indicators, Course Outcomes ‘Appreciation of differences of ‘ p 1,2,3,5,6,7,8,9 | human anatomical structures Observe ethical standards in handling human models Given a hypothetical patient presenting with symptoms involving a region of the body, distinguish among anatomical B 1 4 structures that may be affected | and its effect on function, in relation to examination, evaluation and assessment of patientsiclients. ‘Appreciation of anatomical body c 1 1 parts in relation to normal body functions Apply basic principles of teaching and learning to engage D P ee peers in discussing anatomical structures, relations and Anatomy. functions. Demonstrate effective E 1 4 leadership skills in group activities F : ; Ask critical questions regarding anatomy-related problems ‘Appreciate relationship of normal body functions to health and wellness 12 Engage in self-directed learning a 12 strategies J Pe 7.2.5.6,7.8 _| Effective communication skills ‘Show ethical behavior in all course-related undertakings Follow laws, policies related to handling of cadavers and human models 3,4.5,6,7,8,9 a i 42 ‘Adopt existing technology applied to the study of anatomy Page 25 of 62‘Sample Threading of Program Outcomes, Course Outcomes, and Learning (Session) Outcomes ‘Anatomy Program Outcomes | (Competency Level) At the end of the BSPT program, the student should be able to: Course Outcomes At the end of the course Anatomy, the student should be able to: Learning (Session) Outcomes At the end of the session ‘on Shoulder: Demonstrate consistent competence in conducting a comprehensive examination, evaluation, and assessment of patients/clients across the lifespan within a broad continuum of care (1) Apply teaching-learning principles in different learning environments (P) Practice beginning management and leadership skills in various practice settings (|) Given a hypothetical patient presenting with symptoms involving a region of the body, distinguish among anatomical structures that may be affected and its effect on function, in relation to examination, evaluation and assessment of patients/clients. ‘Apply basic principles of teaching and learning to engage peers in discussing anatomical structures, relations and Demonstrate effective leadership skills in group activities Given a hypothetical patient presenting with shoulder pain, distinguish ‘among anatomical structures that may be affected and its effect on function, in relation to examination, evaluation and assessment of patients/clients. ‘Apply basic principles of teaching and learning to ‘engage peers in discussing anatomical structures, relations and | functions of the shoulder. Demonstrate effective leadership skills during dissection of the shoulder Section 12, Sample Course Syllabi and Instructional Plan for Selected Courses This section contains sample course syllabi for selected core and clinical courses (Annex A), with sample instructional plans (Annex 8) for a teaching session within the course, The HEI may choose to have its own format for the course syllabi and the instructional plan, with at least the following critical elements. HEIs should note that the teaching methodologies to be utilized in outcomes-based education should be learner-centered, and the assessment methods should adequately measure the performance indicators reflected in the course outcomes. Suggested further readings in outcomes-based strategies and assessment can be found in Biggs and Tang (2007) and Killen (2007) Page 26 of 62ARTICLE VI GUIDELINES FOR THE PHYSICAL THERAPY INTERNSHIP PROGRAM Section 13. Section 14. 14.4. Description The Internship Program for Physical Therapy will be a venue for training intems to become humane and scientifically competent physical therapists who are responsive to the changing healthcare needs of sociely. It will be a well-planned and organized program at par with international standards that provides for the integration and application of theoretical knowledge towards the development of necessary competencies for the performance of expected professional roles. It involves assigning students to different training opportunities to achieve the desired program outcomes for a minimum of 1500 hours under the guidance of licensed physical therapists and other professionals who serve as trainors/educators/supervisors in training programs accredited by CHED, covering both clinical and non-clinical rotations: The intern/student, during the course of the training, must have exposure to a variety of training 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 atient/client 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 (approximately one month rotation) to a maximum of 300 hours may be used to provide training opportunities dedicated to non-clinical rotations, as a combination of other roles as previously identified (Article IV, Section 5.4). Institutions may provide purely clinical rotations, purely non- clinical rotations, or a combination thereof, provided that the hours dedicated to each are clearly specified. All affiliation centers providing internship training programs will have to undergo accreditation following guidelines provided for in CMO No. 43, series of 2012. Affliation centers will have to align their training Programs with the program outcomes stipulated in this CMO. Where deficiencies exist upon evaluation of application for accreditation, these will have to be fully complied within a period of one year from time of filing of application. Otherwise, the affiliation center will have to re-apply. Aims of the Internship Program The intemship training program should provide opportunities to: Integrate knowledge, skills and attitudes expected of an entry-level physical therapist such as clinical, communication and professional behaviors in multi-cultural settings Page 27 of 6214.2. 14.3. 14.4. 14.5. 14.6. Section 15. Prepare students to demonstrate competence in promoting health and improved quality of life through the practice of the profession, Incorporate inter-professional collaborative practice that would produce entry-level physical therapists who could work effectively as members of the health care team, Provide opportunities to apply teaching-learning principles in different learning environments, Promote engagement in lifelong learning activities. Develop compassionate, ethical, and competent physical therapists who are globally competitive, and committed to serve the health needs in both local and intemational communities. Definition of Terms. Affiliation/Training Center. A facility or institution providing a training program; must have passed minimum requirements as determined by appropriate goverment agencies and/or HEIs or an accredited training facility for PTs that would provide appropriate exposure of students to acquire the necessary competencies identified by the HEL Interns. Student assigned by the HE! in an affiliationitraining center to acquire the necessary knowledge, skills, and attitudes under the supervision and guidance of licensed physical therapists and other professionals who serve as trainors/educators/supervisors in training programs accredited by CHED Training Program. A program designed by the staff of the affiiation/training center, facilty/institution, or the HEI to facilitate the development of entry-level competencies of PT interns, Training Supervisor. Staff member in charge of the training program in the affiiationitraining center. Training Staff. Staff member assisting the training supervisor in implementing the training program of the affliation/training center. Clinical Instructor. Physical therapist designated either by the affiliation center or HEIs to carry out teaching-learning activities; may also be designated as clinical supervisor. Internship Coordinator. Representative from the HEI primarily tasked to liaise between HEls and affilation/training centers, Page 28 of 62 SS ear!Section 16. 16.1. 16.2. Section 17. aA. 17.2. 17.3. Requirements Applicants shall be certified to be physically and mentally fit by a physician to undergo intemship The HE! shall determine the specific requirements of their internship program depending on the desired outcomes. General Rules The HEI must have an Internship Training Program Manual which should include policies and procedures, training requirements, description of detailed student exposure, and methods to assess outcomes and the affiliation centers. ‘Students for training must only be assigned to CHED — accredited training facility, To ensure the effectiveness of the internship training program and the quality of client service, the following standards must be observed: a. The affiiation/raining center must have a detailed plan of activities, as manifested in the instruction design. b. PT interns must always be supervised by licensed PT staff, staff members employed by the affiliation/training center and/or faculty member assigned by the school, or a designated professional who serve as instructor/trainor. c. The intern’s exposure shall not exceed a maximum of 8 hours per day that would include all training-related activities d. In training programs that run continuously for one week, the interns shall not exceed a total of forty (40) hours of duty, including all training activities. e. The maximum ratio of training staff of the affliation/training center to interns must be 1:4. {PT Staff, staff members employed by the affiliation/training center and/or faculty member assigned by the school, or a designated professional who serve as instructor/trainor must undergo Educator's Training Workshop on various methods and techniques of teaching-learning of not less than 8 hours. g. Clinical Rotation 1. The intem-to-patient ratio for individual sessions must be a minimum of 1:4 and not to exceed 1:10 per day at the clinical setting; interns may also be expected to manage group sessions. 2. The interns, during the course of their training, must have exposure to a variety of clinical experience which should include patients/clients evaluation & management from Page 29 of 6217.4. 175. Section 18. 18.1. 18.2. 18.3. 18.4. different populations, including but not limited to neurological, musculoskeletal, cardiopulmonary, pediatric, geriatrics and well population. 3. Interns must have exposure to community based rehabilitation services for a maximum of two (2) months during the course of, their training h. Non-clinical Rotation 4. Intern must have adequate and appropriate exposure and training to develop competencies required to assume the other roles for physical therapists (see Article IV, Section 5.4). 2. Supervisors may not be limited to licensed physical therapists, but should have relevant academic degree, license (as appropriate) and experience in the field of internship given to the students, The HEI and the affiliation center shall enter into a contract of affiliation or memorandum of agreement prior to the affiliation. Affiliation fees should be mutually agreed upon by the HEI and the affliation/training center. Allocation of such fees shall be made transparent to all parties concerned. Fees shall only be allocated for purposes related to training and these should be adequately reflected in the breakdown provided to schools. Requirements for Accreditation of Affiliation Centers All affiliation centers providing internship programs for physical therapy intems shall undergo accreditation by the Commission, following the guidelines provided in CMO No. 43, series of 2012. Itis, the responsibility of the HE! to see to it that interns are assigned to CHED accredited training facilities only. Must be a duly registered/legal entity under existing laws; ‘Adequate space conducive to working, including a safe place to keep their belongings, in order to accommodate both staff and interns; Sufficient and appropriate equipment and supplies based on services provided including maintenance, preventive and calibration records for ‘equipment; Training program and training manual, copy of which should be given to HEIs and made available to interns, that includes but not limited to: a. Description of the Training Program; b. Objectives of the training; c, Organizational Chart/Structure (including interns in training) Page 30 of 6218.5. 18.6. Section 19. 19.1. 19.2. 19.3. 19.4. 19.5. 4. Duties and responsibilities of the training staff, distinguishing training supervisors and training instructors, as applicable; . Duties and responsibilities of the interns; {. Training activities and strategies (Instructional Design) covering a maximum of 8 hours per day which is presented in a training matrix/syllabus; Objectivels of the activity Training activity Date of activity Person/s involved in the activity Method/s of delivery Resources needed Method/s of evaluation and grading system for the activity NOgaena @. Policies and procedures of the affiliation center; h. Methods of evaluation including rating scales and grading sheets and checklist 1, Interns performance 2. Staff evaluation 3. Center evaluation i. Decking procedures for clinical rot i. Feedback mechanism Staff involved in the training program of clinical rotations must a. Be members of the PRC accredited professional organization b. Have attended a teaching/training seminar accredited by the PRC c. Have are least 6 months clinical andlor teaching experience Training staff of non-clinical rotations may not be limited to licensed physical therapists, but may include those in allied fields who possess the relevant academic degree, license (as appropriate), experience in the field of internship given to the students, and completed at least 8 hours of educators’ trainingiworkshop in various methods and techniques of teaching-learning. Responsibilities of Affiliation Centers Timely orientation on the training program; Ensure equal distribution and appropriate workloads for interns; Evaluate intern performance using a pre-determined scheme; Provide HEIs with a copy of the intem's performance and equivalent grade; Regular communication with the HEI representative regarding interns’ performance. Page 31 of 62Section 20. 20.1. 20.2. Duties and Responsibilities of Training Personnel Supervision refers to the process of overseeing the interns’ implementation of the physical therapy process where the instructor/supervisor is responsible for the quality of the interns’ practice and the safety of the recipients of physical therapy services. ‘The Intemship Coordinator of the Higher Education Institution (HE!) shall have the following duties/responsibilities: Serve as a role model of professionalism for intems Orient the interns on the internship course prior to field work; ‘Act as a liaison officer between the HEI and the affiliation center; Coordinate with the designated training supervisor of the affiliation center in the proper implementation of the training programs of both the HE! and the affiliation center: Regularly monitor interns’ performance; Visit the affiliation center at least once within the duration of interns’ affiliation; . Initiate the review, revision and updating of the intemship program of the HEI; h. Ensure that intems have adequate training experience and exposure in terms of variety of cases handled, hours of training, number of patients/clients, other training activities; i. Perform other related functions as may be assigned by the Department Chait/Dean/Head of the HEI. aooe = ‘The training supervisorlinstructor of the affiliation center shall have the following duties/responsibilties: fa. Serve as a role model of professionalism for interns; b. Orient the interns on the training program of the center prior to the ‘commencement of the affiliation duties; ©. Acts as a liaison officer between the affllation center and the HEI; d. Coordinate with the designated internship coordinator of the HEI in the proper implementation of the training programs of both the HEI and the affiliation center; e. Facilitate development of competencies through teaching of skills, regular formative evaluation (e.g. discussion, review of intern’s intervention plans and documents and observation of their actions), provision of relevant training activities. Amount. of frequency of supervision will vary with the interns’ knowledge base, familiarity with the practice setting and his or her learning needs, the context of practice, including the presence or absence of other health professionals, the complexity of the physical therapy intervention to be provided, and the level of proficiency required for it to be effective; {Ensure that interns have adequate training experiences in terms of variety of cases handled, hours of training, number of patients/clients, other training activities; g. Evaluate intern performance using a pre-determined scheme; h. Ensure safety of the intems and the patients/clients who receive physical therapy services from the interns. Page 32 of 62Section 21. 20.4 24.2. Section 22 22.1. 22.2. 22.3, 22.4, Section 23. 23, 23.2. 23.3. Duties and Responsibilities of Interns The intern shall carry out the duties and responsibilities as stipulated in the training program manual of the affilation/training center, as appropriate, through training activities assigned and monitored by the supervisor! instructor. The intern shall demonstrate professional behavior and core values for physical therapists. Performance Evaluation Intern’s Performance a. Evaluation of interns’ performance during training should be consistent with the type of program, clear and explicit, and appropriate to the level of the intern, b. The performance grade should be based on pre-determined, objective and clearly explained grading scheme, based on attainment of expected program outcomes. The use of merit- demerit system is hereby deemed inappropriate in a framework of outcomes-based education. c. The results of the performance evaluation shall be explained to the intern at least mid-term and at the end of rotation. Areas of evaluation will depend on the training activities specified in the instructional design of the training program. Staff Evaluation. Evaluation of staff performance should be consistent with the type of program, clear and explicit, and based on the duties and responsibilities of the staff in the implementation of the training program. Center Evaluation. Evaluation of center should be consistent with the type of program, clear and explicit, and based on the objectives of the training program. ARTICLE Vil REQUIRED RESOURCES Administration ‘The Physical Therapy program of an institution shall be administered by a full-time Head, duly appointed by the institution, with the following qualifications: Fi 10 citizen of good moral character Duly registered and licensed Physical Therapist in the Philippines with at least Master's Degree in PT or other health-related courses, Education, or Administration Must have a minimum of five (5) year experience as a physical therapy educator Page 33 of 62 x)23.4. 23.5. Section 24 24.4, 24.2, 24.3. 24.4, Must have at least one (1) year administrative or managerial experience in physical therapy education Must be a member of good standing of PRC accredited professional organization (APO) of Physical Therapy The general functions and responsibilities of the Dean/Head of School as stated, in the Manual of Regulations for private schools shall apply. The Dean should be on a fulktime status and affiliated with only one educational institution. Where institutions have multiple campuses and the administrative policies stipulate the appointment of a single Dean covering the same program across campuses, each campus should have a Department Chair that meets all of the above qualifications. Faculty Each faculty member must possess the academic preparation appropriate to his/her teaching assignments. To teach Physical Therapy professional subjects, he/she must have: a. Have a B.S. degree in Physical Therapy b. Be a duly registered and licensed Physical Therapist in the Philippines. If icensed abroad, such license should be recognized by the PRC Professional Regulatory Board of Physical TherapylOccupational Therapy . Atleast one (1) year clinical experience d. Must be a member of the accredited professional organization (APO) e. Completion of, or current enrollment in, a master's degree aligned with, or allied, to Physical Therapy 1. Should demonstrate active professional practice directly applicable to the courses that they teach, whichever is applicable, i.e. clinical courses should be taught by practicing clinicians, research by active researchers, etc. Each faculty member must complete a minimum of 30 hours of training in curriculum and instructional development and implementation in outcomes-based education provided by the HEI, the accredited professional organization (APO), an accredited continuing professional development (CPD) provider, or any reputable teacher training institution. Teaching Load a. Each faculty member shall be given a load according to the policies and standards of the department or institution, provided these do not violate any of the existing policies promulgated by the Commission. b. A faculty member should not be assigned to teach more than four (4) course preparations in any one term. Courses with lecture and laboratory components are considered as separate preparations, Courses taught by a team of faculty members may be considered as partial preparation Page 34 of 6224.5, Section 25 ©. Faculty-to-student ratio for lecture classes should not be more than 1:50 while those for laboratory classes should not be more than 1:25. d. The institution shall provide, or allow for, clinical practice opportunities for faculty members teaching professional clinical courses. e. Apart from the Dean and the Department Head, there should be at least one (1) fulltime PT faculty for every 50 students who are officially enrolled in the program, or as per MORPHE provisions, whichever is lower Employment Status Institutional policies and procedures on tenure and other provisions on employment status of faculty members should be aligned with existing national policies and guidelines relevant to educational institutions. The institution must accomplish the faculty profile matrix shown on Annex 3. Faculty Development Program There should be a faculty development program to facilitate professional development and allow for an effective operation of the institution. This should allow the faculty to meet the requirements of the institution's horizontal and vertical typology classification, based on CMO No. 46, series of 2012. This should be indicated in the faculty development plan reflecting faculty activity, timetable and budget, as indicated in the matrix in Annex 4. Such plan should be regularly updated. The faculty development program should include: a. Subsidized attendance in at least one (1) continuing professional development program, conference or professional and scientific meetings annually b. Institution-initiated continuing professional development activities ¢. Programs/activities that encourage PT-related research among the faculty members ‘Additional faculty development activities may be provided in the form of a. Scholarship grants to full-time faculty members b. Educational loans or tuition fee discounts to faculty members enrolled in the graduate school Each college/university should have a faculty manual containing policies and procedures of all matters pertaining to the faculty. The institution should facilitate opportunities for the faculty to engage in clinical practice with due compensation. The faculty member should not be expected to perform clerical work unrelated to his/her duties and responsibilities. * Page 35 of 62Section 26 Section 27 2A. 27.2. Library Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library reading sources should complement curriculum delivery to optimize the achievement of the program outcomes for the BSPT program, Laboratory and Physical Facilities Classroom requirements a. The school, institution, college or university offering a PT course should provide for an adequate number of lecture rooms and laboratories equipped with multimedia equipment and desks/tables for adequate instruction. b. It should have its own fully equipped laboratory, distinct from the clinical facilities of the hospital, for the purpose of providing instruction and practice to students, Laboratory requirements a. PT Laboratory The laboratory room for PT practicum must be well-lighted and ventilated and should be equipped with the following ratio of students to plinths with mattresses 1:2 per class stoolsichairs should be 1 per student ‘grounded 3-pronged electrical outlets on all four walls separate small dressing area for male and female minimum required physical therapy equipment OReNs 5.1. Electrotherapy and hydrotherapy modalities (at least one of each) 5.1.1. Ultrasound 1.2. Electrical Stimulator (should allow for regulation of, parameters) Interferential current therapy unit Hydrocollator unit with complete set of hot moist packs Cold packs Biofeedback or surface EMG 2 ib ge ao 51 51 ba 5.2. Therapeutic exercise modalities, 5.2.1. exercise equipment (out not limited to the following) 5.2.1.1. set of free weights with varying loads 5.2.1.2. gym mat 5.2.1.3. therapeutic balls of varying sizes . Page 36 of 625.2.1.4. elastic bands and tubing of varying colors 5.2.2. motorized treadmill 5.2.3. elastic bandages of varying sizes 5.2.4. training stairs and standard ramps 5.2.5. parallel bars 5.2.8. balance boards/balance trainers 5.2.7. virtual reality modalities (2.g., Wii, X-Box Kinect, PS) 5.2.8. wedges and bolsters 5.2.9. assistive devices (such as, but not limited to, the following) 5.2.9.1, standard crutches 5.2.9.2. forearm crutches 5.2.9.3. standard cane 5.2.9.4. quadrilateral cane 5.2.9.5. walker 5.2.9.6. wheelchair 5.3. Postural mirror 5.4. Orthotic and prosthetic devices, such as but not limited to: 5.4.1. above knee prosthesis 5.4.2, below knee prosthesis 5.4.3. spinal orthosis, 5.4.4. splints 5.4.4.1. knee immobilizer 5.4.4.2. hand splints 5.4.4.3. posterior leaf spring 6.5, assessment tools, such as but not limited to: 5.5.1. weighing scale 5.5.2. stadiometer 5.5.3. tape measure 5.5.4. goniometers 5.5.5. aneroid or digital sphygmomanometer 5.5.6. digital thermometer 5.5.7. stethoscope 5.5.8. neuro hammer with pin and brush 5.5.9. pulse oximeter 5.5.10. penlight 5.6. Others 5.6.1. 2 pillows with pillow cases for every plinth 5.6.2. 2 standard-sized bath towels for every plinth 5.6.3. Guard belts 5.8.4. Dolls for pediatric simulations Storage and safety facilities, as well as utilities: 64 6.2. Continuous and adequate supply of water and electricity 6.3. Fire extinguishers with valid certificates and should be readily accessible 6.4, First aid kit/cabinet with complete basic first aid materials Page 37 of 62Section 28. The institution offering PT program should not be limited by the list provided above. The head and faculty of the program should always be creative, resourceful in the acquisition of new and adapted equipment, tools and materials for a thorough and dynamic training of students. Physiology Laboratory should be adequately equipped to cary on experiments or demonstrations, such as, but not limited to: Arterial blood pressure Incentive Spirometry Investigation of general sensation Nerve-muscle experiment 4.1, Measurement of radiation and skin temperature 4.2. Circulation 4.3. Human metabolism and adaptation to exercise 4.4. Muscular efficiency and ergometry In lieu of the emergence of innovative technologies, available computer softwares simulating Physiology experiments may be used as_ supplemental teaching-learning tools to understand concepts in the laboratory setting cc. Anatomy and Neuroanatomy Laboratory . One (1) human cadaver for every ten (10) students, or one (1) life-size plastic model showing complete details of muscles, peripheral nerves, and vessels for every twenty-five (25) students, 2. Human Skeleton 2.1. One (1) mounted articulated skeleton for every group of twenty-five (25) students, 2.2. One (1) complete disarticulated skeleton for every group of twenty-five (25) students 3. One (1) brain model for every group of twenty-five (25) students 4, Timers and tags 5. Charts/atlasesiplastic models/softwares ‘Support Services The HE! should provide relevant support services, such as: ‘School clinic Guidance counselor Study areas Recreational areas Religious services, as appropriate Page 38 of 62 cl,Section 29. 29.1. 29.2. 29.3. 29.4. 29.6 29.7. 29.8. 29.9. 29.10. 29.11. Section 30. 30.1. ARTICLE Vil COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program or the approval of the transformation of existing programs to outcomes- based framework: ‘A complete set of institutional and program outcomes Proposed curriculum, and its justification, including a curriculum map. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator. Proposed outcomes-based syllabus for each course, arranged in sequence following the curriculum matrix ‘Administration, faculty, and staff profile with supporting documents Teaching assignments vis-é-vis faculty qualifications per term List of library, laboratory, and classroom facilities and equipment, with supporting documents List of available support services, with supporting documents Proposed system of program assessment and evaluation Proposed system of program Continuous Quality Improvement (CQ), as shown in Annex 5. ARTICLE IX SANCTIONS FOR NON-COMPLIANCE Non-compliance with the provisions of this CMO, after due process, shall cause the Commission to impose sanctions. The sanctions for HEls offering physical therapy programs shall be based on the 3-year consolidated institutional performance in the Licensure Examinations for Physical Therapists and the outcome of the ‘monitoring visits, and shall adhere to the following guidelines. Compliance of physical therapy schools shall be based on the following major areas: Outcome/result of the Joint CHED-PRC monitoring and evaluation a Page 39 of 6230.2. Section 31. Dean/Administration Faculty Curriculum and instruction Intemship Training Program and Accreditation of Training Facilities Students (Admission, Promotion and Retention) Laboratory and physical facilities Library and Leaming facilities Research sereaoge Performance of their graduates in the Licensure Examination for Physical Therapists The institutional passing average or performance of the graduates of HEls in the Licensure Examination for Physical Therapists for the past three (3) years based on data provided by the Professional Regulatory Board for Physical Therapy and Occupational Therapy. Non-compliance with areas of evaluation in the CMO Effective Academic Year 2021-2022 (ie., upon completion of the transition period allowed in this CMO) and yearly thereafter, higher education institutions offering physical therapy program subjected to Joint CHED-PRC monitoring and evaluation shall be imposed sanctions based on the following: Non-Compliance with Areas of ; Evaluation in CMO Acton: Warming a Yearly visit ests! Phase-out if non-compliant during the second visit Probation Revisit in 6 months alee Phase out if non-compliant on the second : vie Phase out program pees Stop admissions with gradual phase out Section 32. Schools with the lowest performance in the licensure examinations over the past three (3) consecutive years (e.g., 2019, 2020 and 2021), equivalent to six exam periods, shall be prioritized for monitoring visits. Non-compliance with over-all licensure exam performance Effective Academic Year 2025-2026 (i., after three batches of graduates in this CMO have taken the licensure examinations) and yearly thereafter, higher education institutions offering PT programs Whose average passing percentage in the licensure examinations is twenty-five percent (25%) and below for the past three (3) consecutive Page 40 of 62 €Overall Licensure Exam Performance Actions years (@.g., 2022, 2023 and 2024), equivalent to six exam periods, shall be imposed sanctions based on the following: (Passing Average) = 21-25% ee visit in one (1) year 15-20% ee oat visit in 6 months Below 15%: Stop cmissione with gradual phase out The institutional passing average in the licensure examination for programs to be phased out shall consider ratings of examinees who took the licensure examination for the first time. ARTICLE X CALENDAR OF IMPLEMENTATION Section 33. Proposed schedule of implementation and compliance reporting for this CMO which provides a transition to outcomes-based education. This also proposes a timeline for the anticipated development and implementation of a new CMO aligned with ‘outcomes-based education after K-12 YEAR | | YEAR | | YEAR | | YEAR | | YEAR | | YEAR | | YEAR 4 2 Pls 4 5 6 15-16 | | 16-17 | | 47-48 | | 18-19 | | 1920 | | 20-21 THanEO] [fTars0] [TensO] [Tren] [TransO] Transo 5| Be] | BE. BE BE BE BE TransO| |TransO| | TrensO| |TransO) [TransO] [TransO 4| BE BE BE, BE BE BE TransO| |TransO| [TransO| [TrensO | | TransO |3| BE BE BE BE BE TransO| |TransO| [TransO| | TransO 2| BE, BE BE BE TrensO| | TransO| [TransO Li) Be Be | | Be (RO Page 41 of 62ARTICLE XI TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS: Section 34. Transitory Provision All private HEIs, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to ‘operate the Bachelor of Science in Physical Therapy program are hereby given a period of three (3) years from the effectivity thereof, to fully comply with all the requirements. However, the minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019. Section 35. Repealing Clause This Order supersedes all previous issuances concerning physical therapy education which may be inconsistent or contradictory with any of the provisions thereof. Section 36. Effectivity Clause This CMO shall take effect fifteen (15) days after its publication on the official Gazette, or in a newspaper of national circulation. This CMO shall be implemented beginning Academic Year 2018 — 2019. Quezon City, Philippines, June 5. , 2017. For the Commission’ Mean Bs PATRICIA B. LICUANAN, PhD Chairperson Attachments: Annex A: Sample Course Syllabi ‘Annex B: Sample Instructional Plan Annex: Distinction of Program Outcomes for Physical Therapy Across Levels on the POF and AQRF ‘Annex D: Matrix To Reflect Program Enhancements Annex E: Faculty Profile Matrix Annex F: Faculty Development Program Matrix Annex: Continuous Quality Improvement (CQl) Page 42 of 62 s %ANNEX A SAMPLE COURSE SYLLABI ANATOMY Prof. Procopia Sistema Course Description: Basic human and organ system anatomy Course Outcomes: 1. Appreciation of differences of human anatomical structures 2. Observe ethical standards in handling human models, 3. Given a hypothetical patient presenting with symptoms involving a region of the body, distinguish among anatomical structures that may be affected and its effect on function, in relation to examination, evaluation and assessment of patients/clients. Appreciation of anatomical body parts in relation to normal body functions Apply basic principles of teaching and learning to engage peers in discussing anatomical structures, relations and functions 6. Demonstrate effective leadership skils in group activities 7. Ask critical questions regarding anatomy-related problems 8. Appreciate relationship of normal body functions to health and wellness 9. Engaging in self-directed learning strategies 10. Show sensitivity and respect towards members of the group 11. Demonstrate effective communication skills in non-verbal, oral, and written form, 12. Show ethical behavior in all course-related undertakings 13. Follow laws, policies related to handling of cadavers and human models 14. Adopt existing technology applied to the study of anatomy os Course Outline and Timeframe: Week Topic Orientation Rules & Regulations Definition of Terms Orientation Cell Structure Types of epithelium Types of gland Muscular tissue Nervous tissue Conneative tissue Cartilage and bone tissue Embryonic development Tissue ReeNeogeensiona epithelial connective muscular nervous & aoc 3. Ski 4._Skin Appendages The Skeletal System 8 4. Bones & Joint 2. Axial Skeleton Appendicular Skeleton Page 43 of 62Week Topic ] Preliminary Examination 1. Surface anatomy of the shoulder and pectoral region, and neck and back 2. Superficial and deep muscles of the shoulder and pectoral region, and neck and back 3. Ol and innervation of all muscles 4._Ciinical notes on neck pain, low back pain, shoulder pain __ 1. The axilla and contents 2. The Brachial plexus 3. Muscles of the arm: anterior and posterior compartment 4. Nerves and vessels of the arm 5. The elbow joint 6._Ciinical notes on humeral fractures and brachial nerve pals) 1. Muscles of the anterior, lateral and posterior compartment 2. Neurovascular structures of the forearm 3. Cubital fossa and contents 4, Retinaculum, wrist joint and anatomical snuff box 5. Clinical notes 1. Small muscies of the hand 2. Small muscles of the thumb 3, Blood vessels of the hand 4, Short muscles of the tte finger 5._Nerve supply of the hand 1. Anatomy of the thoracic wall 2._Anatomy of the abdominal wall and inguinal area _ — Semifinal Examination 7, Bones of the pelvis and lower extremity 2. Surface anatomy 3, Muscles of the gluteus ____Neurovascular structures of the gluteus __| Superficial and deep vessels and nerves of the thigh Femoral sheath and fascia of the thigh Femoral triangle and the adductor canal Anatomy of the hip joint ‘Superficial, deep vessels and nerves of the leg and branches Fascial compartments of the leg and its contents ‘Anatomy of the popliteal fossa ‘Anatomy of the knee joint Clinical notes on sport injuries ‘Ankle retinaculum and structures passing thru it Muscles of the 4 layers of the sole of the foot Tarsal bones and bones of the foot Superficial structures of the dorsum of the foot Anatomy of the ankle joint Foot as a weight bearer and lever DVT, varicose veins, peripheral vascular diseases Tendon reflexes of the lower limb Foot drop Clinical notes on the hip and knee joint - Trendelenberg test Drawers test Plantar fascitis pberslasensbsenson a ° Final Examination Page 44 of 62Required Readings: Clinical Anatomy for Medical Students 8" Edition by Richard Snell Suggested Readings and References: ‘a. Colour Atlas of the Human Body by McMinn b. Clinical Anatomy by Regions by Richard Snell, latest edition ©. Related Websites \wnw. med.umich, edulirc/coursepages/Ml/anatomy/html/home.htmn! wow grahemazaon.com \wnv. meddean,luc,edu/lumen/MedEd/GrossAnatomy/cross_section wn meddean.luc.edu/lumen/MedEd/GrossAnatomy wn netanatomy.com Course Requirements: ‘Attendance ‘Accomplished Laboratory Manual Complete Group Outputs Grading System: ‘Written Examinations 30% Practical Examinations 20% Portfolio 20% Group Participation 20% Laboratory Manual 10% 700% Classroom Polici 4 eaen Attendance is mandatory and checked within the first 5 mins of the designated class schedule. A student with a total absences of more than 20% of the total class hours will be dropped from the roll Maximum participation is expected in all classroom and laboratory activities In al instances, respect for classmates and instructors are expected. Come in proper lecture or laboratory uniform Place all bags and other materials not related to the course in the lockers provided. Use of cellphones, tablets, and other gadgets for social and other purposes not related to the learning material are strictly prohibited during class, Doing so may lead to confiscation of the said gadget. Strictly no eating and drinking inside the classroom and laboratory at all times. Anyone violating these policies will be sent to the Dean's Office for disciplinary action. All general policies of the College will also be implemented as part of the policies for this course. Consultation Hours: Mon-Wed 3:00-6:00pm at the PT Faculty Room ‘Sample Instructional Plan Week 7: Shoulder, Pectoral Region, Neck and Back 1 2. 3 Surface anatomy of the shoulder and pectoral region, and neck and back Superficial and deep muscles of the shoulder and pectoral region, and neck and back OIA and innervation of all muscles Page 46 of 62 a4, Clinical notes on neck pain, low back pain, shoulder pain Learning Topics | Methodology | Resources | Assessment (Session) Outcomes Given ‘@| Anatomical _ | Case ‘Anatomical | Participation in hypothetical | structures of | discussion in | models ‘group patient the shoulder & | small groups | Manila paper | discussion presenting with | pectoral region | Jigsaw Colored (peer shoulder pain, | Functions of Markers evaluation & distinguish structures of selt- among the shoulder & evaluation) | anatomical —_| pectoral region Diagram | structures that (group output) may be Evaluation of affected and its presentation of effect output function, in relation to examination, evaluation and | assessment of patients/clients. Given a| Anatomical | Large Group | LCD Recitation hypothetical | structures of | Discussion | Powerpoint | Formative patient the neck & | presentation | Quiz presenting with | back Anatomical neck and/ or | Functions of model back pain, | structures of distinguish the neck & among back anatomical structures that may be | affected and its | effect on | function, in | relation’ to ‘examination, evaluation and | assessment of | patients/clients Analyze the | OlAand Game cD ‘Score in the structure innervation of | (Jeopardy) | Powerpoint | game (group) affected in the | the muscles of Scoring guide | given the shoulder, | scenarios pectoral region, neck & back Page 46 of 62itle: CLINICAL EDUCATION 4 Prof. Antonio Reyes Course Description: Integration of assessment, treatment and documentation skills for patients with orthopedic, rheumatologic, cardiovascular, pulmonary, and integumentary conditions, from referral to re-evaluation, discharge and community integration Course Outcomes: 1 2. 10, j 1 12, Apply clinical reasoning skills and professional attitudes to appropriately respond to the human heaith experience. Demonstrate beginning competence in comprehensive examination, evaluation and assessment of patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions Demonstrate beginning competence in planning and implementing appropriate physical therapy interventions for patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions, Apply principles of teaching and leaming in providing instructions for patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions. Manage a team to properly handle a patient with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions. Search for, critically appraise, and apply research evidence in the management of patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions. Ensure the inclusion of strategies towards the promotion of wellness for better health among patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions. Use reflective learning strategies in starting to handle real patients with orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions, Theoretically delineate one’s role from those of other health professionals when dealing with patients orthopedic, rheumatologic, cardiovascular, pulmonary and integumentary conditions. Demonstrate effective oral and written communication skills required in direct patient care. Demonstrate appropriate ethical behaviors in multi-cultural settings and scenarios. Maximize the use of innovative technology, such as treatment modalities, in the practice of physical therapy Course Outline and Timeframe: Week Topic 1 | Documentation in Physical Therapy 1. Purpose of Documentation 2. S.0.AP. Documentation 3._ Different types of patients’ notes (Observation of clinical patient encounters UE orthopedic conditions 4, Relevant basic and medical surgical background for common UE orthopedic conditions 2. Examination, evaluation and assessment for common UE orthopedic conditions Page 47 of 62Week Topic | 3. Treatment pianning and wellness interventions for common UE orthopedic conditions. 4. Documentation of patient management 4 | Cervical spine conditions 1. Relevant basic and medical surgical background for common cervical spine conditions 2, Examination, evaluation and assessment for common cervical spine conditions 3, Treatment planning and wellness interventions for common cervical spine conditions 4. Documentation of patient management 5 | Simulation session on management of patients with UE and cervical spine orthopedic conditions Preliminary Examinations Thoracolumbar spine conditions 1. Relevant basic and medical surgical background for common thoracolumbar spine conditions 2. Examination, evaluation and assessment for common thoracolumbar spine conditions 3. Treatment planning and wellness interventions for common | __ thoracolumbar spine conditions | 4. Documentation of patient management slo 8 | LE orthopedic conditions 1. Relevant basic and medical surgical background for common LE |, orthopedic conditions 2. Examination, evaluation and assessment for common LE orthopedic conditions 3. Treatment planning and wellness interventions for common LE orthopedic conditions 4. Documentation of patient management ‘9 | Rheumatologic conditions 1. Relevant basic and medical surgical background for common LE ‘orthopedic conditions 2. Examination, evaluation and assessment for common LE orthopedic conditions, 3. Treatment planning and wellness interventions for common LE orthopedic conditions 4. Documentation of patient management 10 Peripheral vascular diseases and amputation 1. Relevant basic and medical surgical background for peripheral vascular diseases and amputation 2. Examination, evaluation and assessment for peripheral vascular eases and amputation 3. Treatment planning and wellness interventions for peripheral vascular eases and amputation 4. Documentation of patient management 77 Simulation session on management of patients with thoracolumbar spine, LE, peripheral vascular disease and amputation conditions 12 _| Clinical Visit 13 | Cardiovascular conditions 1. Relevant basic and medical surgical background for cardiovascular conditions 2. Examination, evaluation and assessment for cardiovascular conditions Page 48 of 62Week Topic 3. Treatment planning and wellness interventions for cardiovascular conditions 4._Documentation of patient management _ 74 | Pulmonary conditions 1. Relevant basic and medical surgical background for pulmonary conditions, 2. Examination, evaluation and assessment for pulmonary conditions | 3. Treatment planning and wellness interventions for pulmonary conditions 4. Documentation of patient management 15 | Peripheral neuropathic conditions | 1. Relevant basic and medical surgical background for peripheral neuropathic conditions 2. Examination, evaluation and assessment for peripheral neuropathic conditions 3. Treatment planning and wellness interventions for peripheral neuropathic conditions 4. Documentation of patient management 76 | Burs and integumentary conditions 1. Relevant basic and medical surgical background for burns and integumentary conditions 2. Examination, evaluation and assessment for burns and integumentary conditions 3, Treatment planning and weliness interventions for burns and integumentary conditions 4. Documentation of patient management 17 | Simulation session on management of patients with cardiovascular, pulmonary, peripheral neuropathic, burns and integumentary al examinations 18 Required Readings: a. O'Sullivan, SB and Schmitz, TJ. Physical Rehabilitation Assessment and Treatment, 5th Ed, Philadelphia: F. A. Davis Company, 2007. b. WOPT Guideline for Physical Therapist Entry Level Education. ‘Suggested Readings and References: ‘a. Bickley, L and Hoekelman, R. Bates’ Guide to Physical Examination and History Taking, 9th Ed. Philadelphia: Lippincott Williams & Wilkins, 2007. b. Kettenbach, G. Writing patienticlient notes: ensuring accuracy in documentation. 4th ed. Philadelphia: FA. Davis Company, 2009, . Magee, DJ. Orthopaedic Physical Assessment. 5th Ed. Philadelphia: W.B. Saunders Company, 2008. d. Cameron MH and Monroe LG. Physical Rehabilitation: Evidence-Based Examination, Evaluation, and Intervention. Saunders Elsevier: Canada, 2007. e. Related Websites http:/www.wept org/node/29661#comprehensive http:/accessphysiotherapy mhmedical.com waww.nice org.uk Course Requirements: Portfolio of documentation of patient management Reflection papers EBP briefs applied to hypothetical or real cases Examinations Page 49 of 62Grading System: Written Examinations 20% Practical Examinations 30% Portfolio 20% Group Participation 10% EBP briefs 20% TOTAL 100% Classroom Policies: 1. Attendance is mandatory and checked within the first 5 mins of the designated class schedule. A student with total absences of more than 20% of the total class hours will be dropped from the roll 2. Maximum participation is expected in all classroom, laboratory and clinical activities, In all instances, respect for classmates and instructors are expected. Come in proper lecture or laboratory uniform. Place all bags and other materials not related to the course in the lockers provided 6. Use of cellphones, tablets, and other gadgets for social and other purposes not related to the learning material are strictly prohibited during class. Doing so may lead to confiscation of the said gadget. 7. Strictly no eating and drinking inside the classroom and laboratory at all times. 8 Anyone violating these policies will be sent to the Dean's Office for disciplinary action. 9. All general policies of the College will also be implemented as part of the policies for this course. Consultation Hours: ‘Wed-Fri 1:00-3:00pm at the PT Faculty Room Page 50 of 62ANNEX B SAMPLE INSTRUCTIONAL PLAN Week 3: UE orthopedic conditions 4. Relevant basic and medical surgical background for common UE orthopedic conditions, 2. Examination, evaluation and assessment for common UE orthopedic conditions 3. Treatment planning and wellness interventions for common UE orthopedic conditions. 4. Documentation of patient management Learning (Session) Topics ‘Methodology Resources ‘Assessment Outcomes ‘Apply clinical reasoning | 1. Relevant basic and ‘Small group discussions | Sample cases Self-evaluation skills and professional medical surgical attitudes to appropriately background for common _| Role-play Peer evaluation respond to the human | UE orthopedic conditions health experience. 2. Examination, evaluation | Clinical exposure Observation | and assessment for checklist Demonstrate beginning | common UE orthopedic | Interactive lectures, Led Written exams competence in| conditions Laptop comprehensive 3. Treatment planning and | Demonstration Exam tools (goniometer, | Practical exams examination, evaluation | wellness interventions for tape measure, etc.) and assessment of | common UE orthopedic | Role-playing Plinths Observation patients with UE) conditions checklist orthopedic conditions. | 4. Documentation of patient | Ciinical exposure Clinical placement with management patients Demonstrate beginning Interactive lectures LeD ‘Written exams competence in planning Laptop and implementing Demonstration Treatment interventions | Practical exams appropriate physical (weights, modalities, therapy interventions for Role-playing etc.) Observation patients with = UE Plinths checklist orthopedic conditions. Clinical exposure Clinical placement with patients Page $1 of 62Learning (Session) Topics Methodology Resources ‘Assessment ‘Outcomes = ‘Apply principles of Role playing ‘Sample cases Practical exams teaching and learning in providing instructions for patients UE orthopedic conditions. Manage a team to ‘Small group discussions | Sample cases Self-evaluation properly handle a patient with UE orthopedic Peer evaluation conditions. | | Search for, _ efilically Case-based exercises | Sample cases Rubrics for appraise, and apply | checking EBP | research evidence in the briefs management of patients with UE orthopedic conditions Ensure the inclusion of Interactive fectures Sample cases Written exam strategies towards the promotion of wellness for ‘Small group discussions Self-evaluation beiter heath among patients with = UE Peer evaluation | ‘orthopedic conditions. | Use teflective learning ‘One-minute essays Sample cases Rubrics for portfolio strategies in starting to assessment handle real patients with UE orthopedic conditions. Theoretically delineate ‘Small group discussions | Sample cases Self-evaluation ‘one’s role from those of other health Peer evaluation professionals when dealing with = UE orthopedic conditions. [Demonstrate effective ‘Writing activities Witten exems ee, Page 52 of 62Learning (Session) Topics Methodology Resources ‘Assessment Outcomes oral and written communication skills Role-playing Practical exams required in direct patient care. Rubrics for portfolio assessment Demonstrate appropriate Role-playing ‘Sample cases ‘Observation ethical behaviors in checklist ‘multi-cultural settings and scenarios. Maximize the use of innovative technology, such as_ treatment modalities, for patients with UE orthopedic conditions. Clinical exposure Clinical placement with patients Case-based exercises ‘Sample cases Rubrics for portfolio assessment Page $3 of 62ANNEX C DISTINCTION OF PROGRAM OUTCOMES FOR PHYSICAL THERAPY ACROSS LEVELS ON THE POF AND AQRF LEVEL 6 ~~ LEVELT LEVEL 8 BACCALAUREATE POST-BACCALAUREATTE DOCTORAL AND POST-DOCTORAL esa _ | Application | Independenc | sq | applications | Independence | KSA | Applications | MfePendene a ‘are at the involve mastery of a body of and. are knowledge at specialised emonsrored srecal sxinimay _ | te forefront domonsiates | levoLend at flanevel guidance and , re complex | substantial | (he tention initiative technical | are | demonstates | ™OWwRE || aecompiex native, | P04, | ere aly | adapta, oe ex (ee aed ab) | adaptability, | own specialised | and self theoratica | ans dependent | unpredictabl | SSHAETW. | independent | SRscities LinvoNing | changing thinking as the | € selfdirection | and oricinal direction cio as bani fo gaan | hiking ana fateh thinking extend or resulting in wolhers: redefine the creation of AOR knowledge or now F practice knowledge or at — practice | authoritative om and expert defensible expert Judgment, invowve the | sefensibe involve the | judgement, with involve the | Huda developmen | 8a evelopment | signifeant development | tof cant and testing of | responsibilty for anditestina ot | Ststained | solutions to mnovative | professional | new theories to Planning, solutions to | knowledge and resolve ta contraion, fesohe races: comalex, eaoeesne a merger” | evaluation and trrergent | 278 a sfantivites for extending _ | professional Page $4 of 62LEVELS TEVELT (EVEL BACCALAUREATE — Baa Reena] eapeTaETE \CCALAUREATTE. DOCTORAL AND POST-DOCTORAL os if KSA | Applications | independence KSA ‘Applications | Méependene knowledge and practice and creation of new ideas andor processes Highiy Professional acvansed Hight Independent Broad and Indopendont work that systematic | Hi Indepond Reeser | profession | Sanrio | Advanced | requires | Independent i Specialized or | s0rin coherent | Erofeccign | angorr | knowledge | leadership | andorinteams | an skllsin | compen an eand | research in andskils in | and or very ‘multidisciptina | Sut sand | fesoarch in | rolsted field | Specialized or | management | mult specialized or | ry field of sisciplinary iheirfeld | speciatzed | supervision | uticiscipina | ina SEAR? | complex | professional | ANe-Somaiex POF | ef eeeer ee | supentsien, | ye of | specistzed or | verzennimal | Mme | node ese setuna wan profession | discipline | procedures | STUdY for mutiiscipina | supervision | 'Y eld of andior further | Significant alwork — | andor for | that professional | ry Supervision | earning for | study that levatot and andiorior | tel ay | practos or | professional | exercise ot | mulllaceted | requra apartee: lifelong study ‘require ‘self-directed | work, leadership and is management | Base teaming roauire | research | fesearch | iiative professional autonomy andlor for Braclice or for and further study the accountabilt advancement x stlearning Page 58 of 62PROGRAM OUTCOMES 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 Demonstrates highly proficient ‘comprehensive examination, evaluation, and assessment of patients/clients in a specific area of practice, across the lifespan, within a broad continuum of care Demonstrates highly specialized comprehensive examination, evaluation, ‘and assessment of patients/clients in a specific area of practice, across the lifespan, within a broad continuum of care Demonstrate consistent competence in planning and implementing appropriate physical therapy interventions for patientsiclients across the lifespan within a broad continuum of care; Demonstrates highly proficient planning and implementing appropriate physical | therapy interventions for patients/clients in 2 specific area of practice, across the lifespan, within a broad continuum of care Demonstrates highly specialized planning and implementing appropriate physical therapy interventions for patients/ciients in a specific area of practice, across the lifespan, within a broad continuum of care Apply teaching-learning principles in different learning environments Implements innovative teaching-learning practices, demonstrating capabilities for beginning mentorship skills, Demonstrates highly advanced and systematic mentorship skills enabling the development of protégés in their area of practice Practice beginning management and leadership skills in various practice settings Demonstrates effective and efficient management and leadership skills in a mutti-disciplinary team, with a sensitive discernment of when to yield to the leadership of others. Exhibits systematic leadership of a highly specialized, complex mutti- disciplinary team, with a sensitive discernment of when to yield to the leadership of others. Demonstrate research-related skils in the application of best practice evidence in the performance of various roles in different practice settings | Conducts self-directed research that extend or redefine practice Consistently undertakes generation of new knowledge through independent and original thinking in very specialized ‘or complex multi-disciplinary settings Promote health and improved quality of life through the practice of the profession Demonstrates expert initiatives to lead the community in advocacies for health and quality of life Leads multi-disciplinary teams in engaging in policy-making for health and improved quality of life Page 56 of 62PROGRAM OUTCOMES Actively engage in lifelong learning activities Demonstrates an internally driven responsibility for professional knowledge ‘and practice itment to create new ideas and practices that influence others to engage iin lifelong learning Work effectively in an inter-professional collaborative setting 10. Demonstrate proficiency in oral and written communication skills as well as reading and listening Exhibits highly proficient purposive written and oral communications skills in multi-disciplinary settings Exhibits highly adaptable purposive written and oral communication skills, appropriate to specialized mult- disciplinary settings "1 Demonstrate social and professional responsibilty and ethical behaviors in multi-cultural settings and scenarios Demonstrates highly tolerant, culturally sensitive, flexible and adaptable ethical behaviors in muli-disciplinary, multi- cultural settings Demonstrates self-actualization of ethical behaviors in highly specialized multi-disciplinary, multi-cultural settings 12, Maximize the use of innovative technology in the practice of the profession Consistently develops and tests innovative solutions to problems in isciplinary settings Initiates the creation of new theories or innovative technology to solve problems in highly specialized multi- disciplinary settings. Page 87 of 62ANNEX D MATRIX TO REFLECT PROGRAM ENHANCEMENTS With the table in Section 6.4. as your primary guide for expected and suggested areas for enhancements based on your program's classification (according to the horizontal typology of programs), enumeration of the courses where the units are distributed. ‘enhancement, specify references in the curriculum map or concerned syllabi Below are sample entries into the proposed matrix: \dicate the number of unit enhancements per outcome together with an For other forms of Horizontal Typology Types PROGRAM OUTCOMES Professional Galtoga University Institution 7. Apply knowledge of physical sciences, social sciences, health sciences and natural sciences to the practice of physical therapy: 2. Demonstrate consistent Zilecture units in competence in conducting a | - Cardiopulmonary comprehensive examination, Conditions (2) evaluation, and assessment of | - Pediatric patients/clients across the Conditions (1) lifespan within a broad continuum of care 2 lab units in ~ Cardiopulmonary Conditions (1) ~ Pediatric Conditions (1) 3. Demonstrate consistent Ziecture | competence in planning and units in | implementing appropriate - CBR1(1) | physical therapy interventions + CBR2(1) for patients/clients across the | lifespan within a broad 1 laboratory continuum of care; | unit in | |_- CBR2(1) “4. Apply teaching-leaming | 0.5 laboratory principles in different learning unitin | environments, - CBR 2 (0.5) 5. Practice beginning | Tlecture unit management and leadership in: skills in various practice settings - Organization and Administratio n(i) 1 laboratory unit in Page 58 of 62Horizontal Typology Types PROGRAM OUTCOMES Professtonal College University = Organization and Administratio nt) 6. Demonstrate research-related Tlecture unit skills in the application of best in: - Methods practice evidence in the of 1 Research performance of various roles in a different practice settings 1 laboratory unit in - Methods in Research 1 iO) 7. Promote health and improved quality of life through the practice of the profession 8. Actively engage in lifelong Highighted learning activities independent study strategies in Seminar 1 and 2 (see attached syllabi) ‘9. Work effectively in an inter- professional collaborative setting 10. Demonstrate proficiency in oral and written communication skills as well as reading and listening TI. Demonstrate social and professional responsibilty and ethical behaviors in mul cultural settings and scenarios 12. Maximize the use of innovative With focus on technology in the practice of the indigenization profession strategies for CBR 2 (see attached syllabi) Page 69 of 62FACULTY PROFILE MATRIX ANNEX E Full Name | Educ Degree | PRC | Number of ‘APO BLS Teaching Status of ‘On (LastName, | andother | License | Yearsof | Member | Certificatio | gin Load: | Engagemen | Tenure First Name, | Qualification | Number | Clinical | (yesino); | n:Date; | OBE: | Indicate | t: Fulltime | (yes/no Middle s(BS, | and Date | Experienc | indicate | Indicate | Date; | courses | orParttime |" ) Name) Masters, | of Validity | e (indicate | membershi | agency who | Indicate | taught (with (arrange PhD, (when | present | pnumber | provided | agency | correspondin faculty Diploma, | applicable | clinical ‘raining | who | gload per alphabeticall | Certifications, |) load) provide | course) y based on etc) a Last Name) - training Ms Page 60 of 62ANNEX F FACULTY DEVELOPMENT PROGRAM MATRIX Development Opportunity Funding Options (scholarships, loans, subsidies, discounts, etc.) Who among the faculty are eligible? Frequency of Activity Projected Time Frame of Implementation Budget Allocation Higher Degree Opportunities (Masters, PhD) ‘Attendance inat least one (1) major CPD activity (conferences, congresses, conventions) ‘Attendance inatleast one (1) minor CPD activity Institution- initiated CPD activities (please enumerate) Research- related opportunities (please enumerate) Clinical practice opportunities. Page 64 of 62ANNEX G CONTINUOUS QUALITY IMPROVEMENT (CQI) There must be @ continuous quality improvement (CQl) program to meet the demands of global equivalency of quality standards in the BSPT program, The following steps are necessary to implement CQI: 4. PLAN Collect data and establish a baseline. Identify the problem and the possible causes and prioritize corrective actions 2. DO Make changes designed to correct or improve the situation. 3, CHECK or STUDY Study the effect of these changes on the situation. Collect data on the new process and compare to the baseline. Show the effects of changes on a process over time. Evaluate the results and then replicate the change or abandon it and try something different 4. ACT If the result is successful, standardize the changes and then work on further improvements or the next prioritized problem. If the outcome is not yet successful, look for other ways to change the process or identify different causes for the problem. Page 62 of 62