Learning activities were returned to authors with suggestions for revisions, and 70 activities were re-submitted by January 2016. Each learning activity was reviewed by one committee member and a Compendium co-chair. Mowder-Tinney PT, PhD, CSRS, CEEAA, Board Certified Neurologic Clinical Specialist Anne Kloos, PT, PhD, Board Certified Neurologic Clinical Specialist and Katherine Mercuris, PT, DHS. A committee of reviewers was appointed by the Academy and included: Jill Heitzman, PT, DPT, CWS, CEEAA, FACCWS, Board Certified Neurologic and Geriatric Clinical Specialist Cindy Zablotny, PT, DPT, Board Certified Neurologic Clinical Specialist J.J. The call remained open through October 2015, with over 80 original learning activities submitted. prepared practitioners for the dynamic health care climate in the coming years.utilized creative and modern teaching strategies and.promoted active learning and analytical thinking at the Doctoral level.In particular, submissions were sought that: In June 2015, an open call for learning activities was placed via the Neuropt listserve a letter to American Council of Academic Physical Therapy (ACAPT) members and the Academy of Neurologic Physical Therapy electronic newsletter. Jody Cormack, PT, DPT, MS Ed, Board Certified Neurologic Clinical Specialist and Sue Perry, PT, DPT, were appointed as Co-Chairs of this initiative. Revision of the Compendium was intended to meet the overall goal of “Solicit, create, deliver, and evaluate innovative and accessible educational offerings to promote evidence-based neurologic physical therapy practice”. Further, members of the Guidelines Development Group recommended an update of the Compendium using the structure from the Content Guidelines.Īcademy leaders resolved to tackle this update as part of the 2012-2016 Academy of Neurologic Physical Therapy Strategic Plan. The Guidelines listed primary neurologic content, as well as examples of learning objectives for the classroom and clinic. 2004, so that faculty could easily integrate essential neurologic content within a DPT curriculum. These Guidelines paralleled APTA’s “A Normative Model of Physical Therapist Professional Education” v. More recently, the Academy developed and made available Neurologic Entry-Level Teaching Curricular Content Guidelines (2011). Gill-Body, MS, PT, Board Certified Neurologic Clinical Specialist developed a Compendium framework, and solicited, edited, and selected learning activities to serve as resources for new and experienced physical therapy educators. A Task Force chaired by Margaret Schenkman, PhD, PT and Kathleen M. The original Compendium for Teaching Professional Level Physical Therapy Neurologic Content was published by the Academy of Neurologic Physical Therapy of the American Physical Therapy Association in 2000.
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