Overview

Assessing International Assessing International Physiotherapy Credentials Physiotherapy Credentials

NARTRB Assessment ProjectNARTRB Assessment ProjectLearning DaysLearning Days

January 23 - 24, 2009Toronto

Canadian Alliance of Physiotherapy Regulators

Canadian Alliance of Physiotherapy RegulatorsAlliance canadienne des organismes de réglementation de la physiothérapie

OverviewOverview

• The Alliance Credentialing Program

• Best Practices initiatives

• Projects


DefinitionsDefinitions• 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 equivalentThe degree to which the qualifications are highly similar


DefinitionsDefinitions• 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


About The AllianceAbout 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


Purpose of CredentialingPurpose 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)


Who is involved?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


Assessment methodsAssessment 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


Standard SettingStandard 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


Best Practices initiativesBest 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



• 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



• 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


Best Practices initiativesBest 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



• 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)



• 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


Key steps involved in determining Key steps involved in determining substantial equivalency 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)


Credentialing AgenciesCredentialing 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



• Step 2– Determining the “LEVEL” of education



• Step 3– Conversion of international credits to

Canadian credits and assignment of appropriate credits

– Verification of the authenticity of all documents



• Step 4– Evaluation of applicant’s general

education • Database of credentialing decisions



• Step 5– Evaluation of professional education

component• Database of credentialing decisions• Agreement with physiotherapy programs



• Step 6– Evaluation of clinical education

component • Database of credentialing decisions

– Context of Physiotherapy Practice in Canada (since 2003)• Database of credentialing decisions



• Step 7– Evaluation of previous membership

• Database of credentialing decisions– Evaluation of language proficiency in

English or French



• 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


Prior Learning AssessmentPrior 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


Integrating Internationally Educated Integrating Internationally Educated Physiotherapists ProjectPhysiotherapists 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


What did we learn?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



• 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



• 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


Nine (9) RecommendationsNine (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)


On what should we collaborate?On what should we collaborate?

• Introduction/ orientation to health care in Canada

• Profession-specific language training

• Improved access to information


Common Orientation Program on the Canadian Common Orientation Program on the Canadian Health Care System for Internationally Educated Health Care System for Internationally Educated

Health ProfessionalsHealth 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 project1. 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)


Other ProjectsOther 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



• 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



• Profession-Based Language Assessment in Physiotherapy and Occupational Therapy– Proposal submitted in October ‘08– Status


Thank YouThank You

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