• The program has a sufficient number of faculty with demonstrated expertise in the needed areas of academic and clinical practice, including the appropriate credentials, to achieve the mission and goals of the education program.

    The faculty has the collective qualifications necessary to conduct the activities of the program. Those qualifications include the following:

    • advanced clinical skills,
    • academic and experiential qualifications,
    • diversity of backgrounds appropriate to meet program goals,
    • expertise in residency or fellowship development and design, and
    • expertise in program and resident/fellow-in-training evaluation.

    The faculty as a unit, including the program director or coordinator, have the qualifications and experience necessary to achieve the program goals through effective processes of program development, design, and evaluation of outcomes.

    Faculty members must have expertise in their area of clinical practice and teaching responsibility, effective teaching and evaluative skills, and a record of involvement in scholarly and professional activities. Judgment about faculty competence in a curricular area for which a faculty member is responsible is based on:

    1. appropriate past and current involvement in specialist certification and/or advanced-degree courses;
    2. experience as a clinician;
    3. research experience; and
    4. previous teaching experience (e.g., classroom, clinical, in-service and/or continuing education, and presentations to or attendance at in-service or continuing education courses).

    When determining teaching effectiveness, multiple sources of data are collected, including evaluations by residents or fellows-in-training.

    The program has an adequate number of didactic and clinical faculty to allow for:

    1. teaching, clinical mentoring, administration, continuing individual counseling, mentoring of residents or fellows-in-training by faculty, and supervision and conduct of clinical research throughout the period of study;
    2. faculty involvement in residency or fellowship committee responsibilities; and
    3. faculty activities that contribute to individual professional growth and development.

    The program has a sufficient number of clinical faculty to ensure that the residents' or fellows'-in-training service delivery tasks and duties are primarily learning-oriented. Educational considerations should take precedence over service delivery and revenue generation.

    Where the focus of the program is within an ABPTS specialty area, the program will have at least one ABPTS-certified faculty member in that area. For multisite programs there must be a clinical specialist on site unless the resident/fellow-in-training will be rotating to other sites where there is a clinical specialist, or the clinical specialist rotates to the resident's assigned clinic.

    Clinical Residencies

    At least one ABPTS-certified (current) clinician will serve on the faculty of the clinical residency program and be involved in all major areas of the clinical residency program including development of the curriculum, the supervision of clinical experiences, mentoring, and advising of students. For residency programs that are composed of part-time faculty, a sufficient number of ABPTS-certified (current) clinicians must serve on the faculty.

    Clinical Fellowships

    The same standards apply for the faculty of a clinical fellowship. The faculty must include at least one individual with substantial experience in the subspecialty area, which can be clearly documented.

    Orthopedic Manual Physical Therapy Programs

    The program will have at least one FAAOMPT on faculty. The 130 hours of 1:1 mentoring must be provided by a FAAOMPT faculty member.

  • Last Updated: 6/19/2014
    Contact: resfel@apta.org