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Overview

Assessing International Physiotherapy Credentials NARTRB Assessment Project Learning Days January 23 - 24, 2009 Toronto Canadian Alliance of Physiotherapy Regulators. Overview. The Alliance Credentialing Program Best Practices initiatives Projects. Definitions. Qualification recognition

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Overview

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  1. Assessing International Physiotherapy Credentials NARTRB Assessment ProjectLearning DaysJanuary 23 - 24, 2009TorontoCanadian Alliance of Physiotherapy Regulators

  2. Overview • The Alliance Credentialing Program • Best Practices initiatives • Projects

  3. Definitions • Qualification recognition A process of evaluating documentary evidence provided by an applicant to determine if his or her qualifications are sufficiently similar to the established or published standard in the receiving country or jurisdiction • Substantially equivalent The degree to which the qualifications are highly similar

  4. Definitions • Accredited A process to determine that a program or service meets a certain level of performance or standard • Prior Learning Assessment Recognition Process for recognizing learning that has been acquired from either formal education or other relevant learning experiences

  5. About The Alliance • A national federation of provincial and territorial physiotherapy regulators - incorporated in 1992 • Provides leadership and support to assist its members in fulfilling their public interest mandate through its core activities: • Evaluation Services • Administers the Physiotherapy Competency Exam, • Administers the Credentialing program (since 1994) • Undertakes related research, development, implementation, evaluation and improvement • Knowledge Management • Project Management • Representation

  6. Purpose of Credentialing • The purpose of Credentialing is to determine if the education and qualifications of an Internationally educated applicant is substantially equivalent to that of a Canadian educated physiotherapist before the applicant is granted permission to apply for the Physiotherapy Competency Examination (PCE)

  7. Who is involved? • Board of Directors • Evaluation Services Committee • Appeal Resource Group • Ethical Review Committee • Credentialing Agencies • Physiotherapist Assessors • Director of Credentialing, Credentialing Officers and Client Services Coordinator

  8. Assessment methods • Academic Credentials Assessment • Looking at person’s “paper” credentials to see if they are similar • A predominant way that regulators assess internationally educated applicants to determine the substantial equivalency of their education • The only method The Alliance was using until the implementation of Best Practices II - 1998

  9. Standard Setting • Best Practices I, II, III and IV projects • benchmark of accredited Canadian physiotherapy programs • Tracked over time • to ensure that the standards are fair and reasonable • Approval by Board of Directors

  10. Best Practices initiatives • A series of studies to evaluate The Alliance’s process of assessing the credentials and qualifications of internationally educated physiotherapists, with a view to improving access

  11. Best Practices initiatives • Best Practices I (1995 – 1996) • Joint initiative between The Alliance and the College of Physiotherapists of Ontario • Funded by Ontario Ministry of Citizenship Culture and Recreation • Benchmark of accredited Canadian physiotherapy programs • Changes to The Alliance’s credentialing standards in 1996 to improve access

  12. Best Practices initiatives • Best Practices II (1996-1998) • Opening Doors to Physiotherapy in Canada • Joint initiative between The Alliance and the College of Physiotherapists of Ontario • Funded by Ontario Ministry of Citizenship Culture and Recreation • Sought to • determine educational equivalencies through prior learning assessment and recognition • determine equivalencies of international physiotherapy programs • develop a model for assessing language competencies • changes to The Alliance’s credentialing standards in 1998 to improve access

  13. Best Practices initiatives • Best Practices III (2002-2003) • Review of The Alliance’s credentialing standards and credentialing department operational policies • Re-benchmark of accredited Canadian physiotherapy programs in 2002 • Changes to standards in 2003 • Changes to prior learning assessment and recognition eligibility • Addition of Test of English for International Communication (TOEIC) • Development of credentialing monitoring and evaluation framework that included • annual administrative audit • annual blinded audit • Feedback on credentialing process from applicants, agencies and PT assessors • Addition of a second credentialing officer • Annual training of credentialing officers

  14. Best Practices initiatives • Best Practices IV (2006-2007) • Evaluate The Alliance’s credentialing program: criteria, policies, procedures, assessor qualifications, client demographics, and communications with applicants • Review the relationship between university physiotherapy programs, the standards used to assess credentials and Essential Competency Profile (2004)

  15. Best Practices initiatives • Best Practices IV (2006-2007) • Review language proficiency requirements, goals, principles, and emerging issues and consider need for an occupation-specific test. • Analyze credential assessment results and examination results and assess their implications • Analyze the PLAR process including criteria, steps, and transparency • Re-benchmark of accredited Canadian physiotherapy programs in 2007 • Changes to standards in 2008

  16. Key steps involved in determining substantial equivalency • Step 1 • Understanding the educational system in the country of education • Determining the accreditation / recognition status • Comparing the educational credentials • Role of external service providers (IQAS, WES)

  17. Credentialing Agencies • The Alliance of Credential Evaluation Services of Canada • Alberta • International Qualifications Assessment Services • Ontario • World Education Service • Québec • Centre d’expertise sur les formations acquises hors du Québec

  18. Key steps involved in determining substantial equivalency • Step 2 • Determining the “LEVEL” of education

  19. Key steps involved in determining substantial equivalency • Step 3 • Conversion of international credits to Canadian credits and assignment of appropriate credits • Verification of the authenticity of all documents

  20. Key steps involved in determining substantial equivalency • Step 4 • Evaluation of applicant’s general education • Database of credentialing decisions

  21. Key steps involved in determining substantial equivalency • Step 5 • Evaluation of professional education component • Database of credentialing decisions • Agreement with physiotherapy programs

  22. Key steps involved in determining substantial equivalency • Step 6 • Evaluation of clinical education component • Database of credentialing decisions • Context of Physiotherapy Practice in Canada (since 2003) • Database of credentialing decisions

  23. Key steps involved in determining substantial equivalency • Step 7 • Evaluation of previous membership • Database of credentialing decisions • Evaluation of language proficiency in English or French

  24. Key steps involved in determining substantial equivalency • Step 8 • Possible outcome • substantial equivalence - eligible for the Physiotherapy Competency Examination - eligibility valid for 2 years • minor gaps in credentials – eligible for Prior Learning Assessment and Recognition – 2 years to fulfill requirements • major gaps in credentials – referred to Canadian physiotherapy programs

  25. Prior Learning Assessment • One of the outcomes of Best Practices II project • Academic credentials are assessed first • Applicant must meet certain threshold to be eligible for PLAR • Once eligible, applicant submits proof of prior learning (informal learning) or fills the gaps by completing courses approved by The Alliance

  26. Integrating Internationally Educated Physiotherapists Project • Funded by Human Resources and Social Development Canada (HRSDC) in December 2005 • Two objectives 1. Labour market diagnostic 2. Identification of priority activities • Completed in March 2007 • Nine (9) Recommendations

  27. What did we learn? • It takes a long time from arrival in Canada to full employment as a physiotherapist • Average of 21 months where no PLAR is required and 32 months with PLAR • IEPTs are readily able to find employment once they have been licensed to practice. • 90% of licensed / registered IEPTs surveyed were working as a PT

  28. What did we learn? • Information regarding PT entry-to-practice requirements is often out of date or not provided at key contact points. • 54% of IEPTs were told that physiotherapy is a regulated profession by immigration authorities • Only 22% were told to contact The Alliance • IEPTs tend to feel isolated from the PT community at large • Survey results indicated a desire for more internship / mentorship opportunities • to become familiar with practice • to make professional contacts

  29. What did we learn? • Language and cultural proficiency in the integration process was seen as hugely important by both employers and regulatory community, but was rarely cited as an issue by IEPTs

  30. Nine (9) Recommendations • Language benchmarking, testing and training (3) • Review of current operations at The Alliance (3) • Mentorship and bridging opportunities (2) • Communication and information (1)

  31. On what should we collaborate? • Introduction/ orientation to health care in Canada • Profession-specific language training • Improved access to information

  32. Common Orientation Program on the Canadian Health Care System for Internationally Educated Health Professionals • Funded by Health Canada (2006) • A pan-Canadian Course for Internationally Educated Health Care Professionals • Collaborative effort amongst the professions of Nursing, Pharmacy, Medical Laboratory Technology, Medical Radiation Technology, Occupational Therapy and Physiotherapy • Four-phase project 1. Needs Assessment (2006/2007) 2. Development and piloting of the program (2008) 3. Two streams concurrent F2F & Online (2008 / 2009) 4. Online course to be offered pre-arrival (2009)

  33. Other Projects • The Alliance Systems Audit • Completed in December 2007 • Addition of Client Services Coordinator position • IEPT Communication – Clear / Plain language review • Funded by HRSDC • Proposal approved in January 2008, project started in March 2008 • Status

  34. Other Projects • Bridging Program for IEPT • Proposal approved in May 2008, project started in July 2008 • Funded by Ontario and Federal Ministry of Immigration and Citizenship • Partners • Status

  35. Other Projects • Profession-Based Language Assessment in Physiotherapy and Occupational Therapy • Proposal submitted in October ‘08 • Status

  36. Thank You

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