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Perspectives on TR Education Chapter 7

Perspectives on TR Education Chapter 7. HPR 453. Brief History. PT and OT were developed by the medical profession – physician needs TR/RT was developed based on Patient needs TR programs were developed

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Perspectives on TR Education Chapter 7

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  1. Perspectives on TR EducationChapter 7 HPR 453

  2. Brief History • PT and OT were developed by the medical profession – physician needs • TR/RT was developed based on Patient needs • TR programs were developed • Non-trained individuals providing the service has transformed into trained professionals providing treatment • Certification and licensure in some states now required

  3. TR as a Profession • Technical Trades – Skills taught • Disciplines – Theory, Concepts, principles taught – no specific type of employment • Profession – Technical skills, theories, concepts, principles related to a variety of disciplines • Blending will vary across curricula • To what extent has it been professionalized?

  4. Professionalization • How many elements of professionalization have been achieved and how effectively? • Structural component – societal level • Existence of university curricula, professional associations, code of ethics, credentialing, body of knowledge • Attitudinal component – professionalism of the individuals within the profession • Membership in professional associations, belief in service to the public, belief in self-regulation, a sense of calling to the field, sense of autonomy

  5. Quality TR Programs • NRPA COA Accreditation – now COAPRT – has a TR option • Changing from structures and processes to outcomes • Structures - # of faculty, organization of dept • Processes – course syllabi, internship experiences • Outcomes – Chapter 9 • Belief has surfaced that TR be viewed as its own profession and not option in a field

  6. TR needs more thorough, focused, outcome-oriented standards for TR education • ATRA – Curriculum Guidelines West, Kinney, Witman(2008) • ATRA – Internship Guidelines Grote & Hasl (1998) • NCTRC Job Analysis Codes should be foundation Monroe & Connelly (1997-98) • ATRA and NTRS Standards of Practice • Curricula varies from 3-5 courses to 13 courses

  7. Need more standardization • CARTE endorsed by ATRA 2010 – we’ve discussed this • Structures related to quality TR Program • Mission of university, college home, departmental membership – Autonomy over design of program critical • Degree(s) – Many allied health profs have Master’s

  8. Conceptual structure – Degree in TR, Degree in Rec with emphasis in TR, degree in RT – scope and quality of coursework vital • Faculty - # and quals – part-time vs full-time – degree – practical experience - credentials

  9. Processes related to quality TR Program • Courses - #, Sequencing and Implementation is a process – therefore, your program plan – courses should be linked – progressive • Basic skills which can be utilized in practice • Advanced TR knowledge and techniques critical (Assessment, ICF codes, modalities, facilitation techniques) • TR vs RT – excellent arguments on pg 95 – read and be able to discuss

  10. Student selection – knowledge, skills and abilities should match needs required for the profession • Learning experiences – should progress as courses advance – students should desire to be a professional and not “get a job” • Belonging to a professional org, attending workshops/conferences, providing an inservice = professional involvement

  11. Attitudinal Development • “Person-first” language, strong ethical beliefs and practices, cultural competence, solid social interaction skills, belief in life-long learning • Internship Experience – Most significant educational experience • Initiative, Teamwork, work-related emotional issues, issues of competence, adjustment, conflict resolution, problem solving

  12. Faculty Roles – Teaching, Research and Service • Ethical Practices – Boundaries • Professional, personal, physical, value, conversational, etc • Can an educator expect students to learn prof boundaries if theirs are inappropriate? Boundaries are often difficult and ability to define and observe professional boundaries must be learned

  13. Outcomes Related to TR Education • NCTRC Job Analysis (2007) – pg 99 • Professional Roles and Responsibilities • Assessment • Planning Interventions and Programs • Implementing Interventions and Programs • Evaluate Outcomes of Intervention/Programs • Documenting Intervention Services • Working with Treatment and Service Teams

  14. Organizing Programs • Managing TR Services • Public Awareness and Advocacy • ATRA Standards of Practice • ATRA Guidelines for Competency Assessment and Curriculum Planning • Status quo is not acceptable

  15. Marketing yourself • Don’t just list skills for employer – Explain how you can implement them to produce outcomes • Aquatics for Pain Mgmt • ICF Coding for illnesses and disabilities–Terms • Capacity, performance, activity limitation, participation restriction

  16. Recent Developments • Educators collaborating with practitioners to standardize and update curricula and standards for TR education

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