AOTA Approved Provider Program: Criteria & guidelines

To become an AOTA Approved Provider applicants must submit a Recognition as an AOTA Approved Provider Application. The application process is designed to verify that the applicant (organization or sole proprietor) has demonstrated the ability to comply with required systems, policies, procedures, and educational practices appropriate for occupational therapy practitioners in a manner that meets AOTA Approved Provider Program Criteria and Guidelines.

If approved, recognition is granted for a period of 7 years. At that time, the provider may submit a 7-year Renewal of Recognition Application to remain a Provider.

There is no additional charge for the 7-year Renewal of Recognition Application; however, to remain in good standing the Provider will pay the standard annual fee.

After an applicant's Recognition as an AOTA Approved Provider or 7-year Renewal of Recognition Application is approved, AOTA Approved Providers are required to submit individual PD activities for approval. Provider are also required to submit yearly reports (i.e., Annual Reports) to demonstrate ongoing compliance.

A. Annual report or renewal timeline:

• Approved Providers must submit annual reports or renewals within 30 days of the end of their annual certification cycle. For example, if the Provider’s cycle ends on 9/30 each year their annual report must be submitted by 10/30.

• Annual reports and/or renewals will be reviewed in the order they are received and returned to the Provider within 45 business days. If additional information is needed, clarifications will be requested. Clarifications must be submitted back to the APP within 30 business days.

B. Non-compliance

• Failure to submit annual requirements (i.e., fees and report or renewal) within 45 days of certification cycle due date will result in the Provider’s APP status being suspended. Failure to submit within 90 days will result in the Provider’s status to be revoked.

• When one or more section of the annual report is found non-compliant, or when the same section is found non-compliant over 2 or more consecutive reporting years, the APP reserves the right to suspend the Provider's APP status and eligibility to apply for PD activity approval.

• Failure to resolve areas of non-compliance in the annual report or renewal within 180 days of the Provider’s certification cycle renewal date will result in automatic revocation of the Provider’s eligibility to apply for PD activity approval

The PD activity approval process is designed to verify that PD activities are relevant to the profession of occupational therapy, fall within the scope of practice of occupational therapy, are consistent with AOTA official documents, reflect best practices, are occupation-centered, evidence-informed, and meet all APP Criteria and Guidelines.

All PD activities that award AOTA CEUs must be approved prior to the delivery of the activity. Organizations may not award CEUs retroactively.

All PD activities must be submitted at least 20 business days in advance of the starting date of the PD activity.

Recognition and approval of the PD activity is granted for a period of 5 years.

As an AOTA Approved Provider of professional development, your organization agrees to:

1. Provide accurate and truthful information to AOTA in all transactions to the best of its knowledge including, but not limited to, in the completion of the foregoing Annual Report and this Agreement.
2. Identify the subject matter on which your organization provides professional development and briefly describe the format, structure, and nature of the educational services provided. Require all instructors to make their best efforts to monitor developments in the subject matter of their professional development activities and program, and provide students with appropriate and current information and developments in the field.
3. Designate 1 or more persons who are the continuing education (CE) Administrator, OT Consultant and Secondary Contact in your organization and provide their name(s), address(es), telephone number(s), and email address(es).
4. Maintain sufficient financial resources to be able to provide quality professional development and otherwise comply with the terms of this Agreement. For any program or professional development activities offered to the public, the organization will ensure that it has contracted with a sufficient number of available instructors who are fully qualified to teach the subject matter that they are designated to teach. Your organization must properly account for all funds collected from participants for services and refund any and all such funds collected from participants for cancelled or postponed courses or programs within 30 days of the cancellation date.
5. Conduct all professional development activities in a professional and ethical manner that respects the rights and worth of the individuals you serve. Ensure that all staff and instructors demonstrate high standards of professional conduct and refrain from unethical or illegal behavior such as discrimination; deceptive advertising or claims; fraud; or misrepresentation; and defamatory or disparaging remarks about consumers or learners.
6. Provide full and accurate disclosure of information about your organization’s programs, services, and fees at all times in your promotion and advertising material and comply fully with all representations and terms set forth in such materials.
7. Use the approved AOTA Approved Provider logo and Provider approval statement in marketing or promotional materials without any modifications only for those activities to which you assign AOTA CEUs. In the event AOTA approves this application, AOTA by this Agreement hereby grants to the entity submitting this application a nonexclusive license to use the AOTA Approved Provider name and logo “Marks” (which will be incorporated into this agreement upon approval in a lawful and appropriate manner) in any publication to publicize the entity’s status as an AOTA Approved Provider. Applicant, if approved, agrees not to communicate this Approved Provider status in any manner other than using the exact Mark’s terms, words, or phrases approved by AOTA without AOTA’s prior written permission. Applicant acknowledges and agrees that the Approved Provider logo and terms, words, or phrases approved by AOTA may only be used in advertising and marketing materials for PD activities after Step 2 approval and awarded AOTA CEUs by the applicant.
8. The Applicant may not use or publicize AOTA’s Approved Provider status or use the AOTA Marks in any other way in any advertising and/or marketing activity. Applicant shall not engage in any practice that could suggest or imply AOTA Approved Provider status of other professional development activities or products.

AOTA considers the following terms (or terms of similar intent) permissible to use in marketing:

• AOTA approved CE; AOTA approved continuing education
• CE approved by AOTA
• AOTA CEUs (this should be used to designate credit awarded rather than as search term)
• AOTA Approved Provider CE; AOTA Approved Provider of continuing education

AOTA considers the following terms (or terms of similar intent) impermissible to use in marketing:

• AOTA CE; AOTA continuing education

1. Applicant agrees that nothing in this Agreement shall give Applicant any right, title, or interest in the Marks other than the right to use the Marks in accordance with this Agreement.
2. Refrain from maligning the title of AOTA, the Marks, or the validity of this Agreement.
3. Applicant agrees to refrain from using AOTA Approved Provider status to assign AOTA CEUs to co-sponsored activities. The APP defines co-sponsorship as a joint effort between an approved provider and a non-provider. The APP considers co-sponsorship as one or more entities working together to present a PD activity that will offer AOTA CEUs in any of the following ways:

• planning
• organization
• development
• distribution
• branding
• implementation

1. Report to the AOTA APP Program Manager within 30 days any change that may materially impact your organization’s ability to deliver services on which this application is based, including, but not limited to, the change of the designated primary or secondary contact or OT consultant.
2. On notification of a review by AOTA, permit AOTA-designated representatives to monitor any offering of a professional development activity for purposes of evaluating your organization’s compliance with the AOTA APP criteria, and to waive registration fees for such representatives.
3. Furnish requested information, work cooperatively with the AOTA Professional Development staff, and pay associated non-refundable fees on a timely basis.
4. On notification by AOTA, abide by any revision of the approval criteria or inform AOTA of intentions to withdraw as an Approved Provider.

AOTA reserves the right to reject or terminate any provider who has not fully met or maintained the Criteria and Guidelines of its Approved Provider Program, or who AOTA otherwise believes, in the exercise of its discretion, will not offer or has not maintained high quality, ethically sound and topic appropriate professional development programming for occupational therapy practitioners. If your organization’s annual report is rejected, not approved, or Approved Provider status is terminated, AOTA will provide the reasons for the rejection, non-approval, or termination. Any AOTA decision to reject your annual report is not appealable.

By signing this agreement your organization agrees to indemnify and hold harmless AOTA against all losses arising from (a) any violation of this agreement by you; (b) any intentionally inaccurate or untruthful information provided by you to AOTA; or (c) the event of application rejection.

Applicants denied recognition as an AOTA approved provider

Applicants will be denied recognition as an AOTA Approved Provider if there is not sufficient evidence in the application to demonstrate compliance with the criteria. The reasons for denial of recognition will be specified in writing to the applicant. Applicants may ONLY submit a clarification for the Application for Recognition as an AOTA Approved Provider, Annual Report or 7-Year Renewal on ONE occasion.

Applicant's requesting a 3rd review of the Application for Recognition as an AOTA Approved Provider will be charged a third review fee. The applicant may request the additional review, by checking the box below, upon 3rd submission of the application.

By signing this agreement your organization agrees to indemnify and hold harmless AOTA against all losses arising from (a) any violation of this agreement by you; (b) any intentionally inaccurate or untruthful information provided by you to AOTA; or (c) the event of application rejection.

Criteria

The provider must have an identifiable, mission-driven professional development entity with assigned responsibility and resources for delivering professional development (PD) activities.

Guidelines

• Providers who are eligible to award the AOTA continuing education units (CEUs) will have a well-defined organizational structure in which the authority and responsibility for administering PD activities is assigned to a particular entity or group that can ensure that each of the AOTA CEU criteria are met. Individuals who are sole proprietors are also considered an entity.
• Large providers whose professional development is conducted by various parts of the organization may apply for AOTA Approved Provider status as a whole if all PD activities fall under the auspices of a single entity or group. The specific divisions, departments, colleges, or units that are responsible for various PD activities may choose to submit individual applications for approval.
• The provider’s professional development group or entity is clearly identified within the organizational structure. The activities of the group/entity must support the organization’s mission. This support must be evidenced by the group/entity’s own mission statement or similar document that defines the group/entity’s responsibilities. The provider’s mission or description must reflect a desire for excellence in providing professional development.
• Only the approved provider may award or assign AOTA CEUs to a PD activity, and cannot assigned AOTA CEUs for co-sponsored PD activities.

Co-sponsorship

AOTA Approved Provider status indicates that the provider has demonstrated compliance with the criteria. AOTA does not allow Approved Providers to use their Approved Provider Program (APP) status to offer AOTA CEUs for PD developed and offered by other non-approved organizations. The APP defines co-sponsorship as a joint effort between an approved provider and a non-provider.

The APP considers co-sponsorship as one or more entities working together to present a PD activity that will offer AOTA CEUs in any of the following ways:

• planning
• organization
• development
• distribution
• branding
• implementation

Entities serving only as financial sponsors of a PD activity are not considered co-sponsors under this definition.

Criteria

The provider demonstrates program oversight and implementation of procedures to ensure that the AOTA Approved Provider Program Criteria and Guidelines are met.

Guidelines

• Documentation should demonstrate that the professional development (PD) entity has authority and responsibility to establish and implement review procedures that ensure PD activities meet current AOTA Approved Provider Program (APP) Criteria and Guidelines.
• The provider must identify one person from the organization as the AOTA continuing education (CE) Administrator responsible for ensuring that all AOTA APP Criteria and Guidelines are followed. The person that the provider designates must be qualified by experience and training to ensure that all requirements and procedures are followed, to include making complete course information available to learners (including employees or other closed audiences) prior to registration.
• If the AOTA CE Administrator is not an OT practitioner, the provider must identify an OT practitioner to serve as a consultant to the provider at all levels of program development, planning, and implementation for each activity that awards AOTA continuing education units (CEUs). The OT Consultant and the provider must sign and date the OT Consultant Agreement and submit to the AOTA APP.
• The OT Consultant must have a role in determining if a PD activity is relevant to occupational therapy, evidence-based, and occupation-centered. If a PD activity does not meet these criteria establishing relevance to OT, the activity must not award AOTA CEUs.

Criteria

The provider has a system in place for awarding AOTA continuing education units (CEUs) that includes how the provider identifies learners who meet requirements for satisfactory completion of a learning activity.

Guidelines

• The provider has a process for calculating the AOTA CEUs, which includes the provision that the provider will not retroactively grant AOTA CEUs.
• One (1) AOTA CEU is the equivalent of ten (10) contact (clock) hours, excluding meals, breaks, or other non-educational time. In order to apply AOTA CEUs to a professional development (PD) activity, it must be at minimum 1 hour in length. The smallest increment that can be assigned to a course is .025 AOTA CEUs or .25 hours (15 minutes).
• To calculate CEUs:
  • Take the total length of the activity as measured in minutes; do not count non-educational time such as meals or breaks
  • Divide this number by 60; now you have your contact hours
  • Divide your contact hours by 10; now you have your CEUs
• When PD activities are time controlled by the provider (e.g., Live PD activities and Distance Learning—Interactive activities) an exact run time can be used, and 5 minutes can be added per 10 test questions (or actual averaged time for completing test questions could be used). For Distant Learning—Independent PD activities, the Provider must use a valid formula such as the Mergener Formula. If the provider awards units other than AOTA CEUs to comply with state laws and regulations, the provider must include a conversion formula or explanation so that the equivalent AOTA CEUs can be determined.
• When partial credit is awarded to learners who do not complete an entire activity, the provider has a system to track, calculate, and award variable credit.
• Providers must inform learners a) of completion requirements prior to registration for the learning activity, and b) that only learners who meet satisfactory completion requirements will earn AOTA CEUs.
• When attendance is part of the satisfactory completion requirements, attendance should be established and documented through sign-in/out sheets or other methods for tracking attendance.
• Certificates or letters of completion accurately reflect course and learner information, including the provider name, address, and/or website; course title, date, and location; learner name, speaker name (if one or two speakers); credits awarded (use both AOTA CEUs and contact hours); name, title, and signature of Provider APP CE administrator; and indication of AOTA PD activity approval.
• The provider must include the APP logo or imprimatur and APP statement on approved PD activity publications (APP Guidelines and Criteria | Section 10), and on the PD activity's certification of completion (unless otherwise granted an exception by the APP).
  • The APP statement for PD activities that do not lead to certification: [Name of organization] is an AOTA Approved Provider of professional development. PD activity approval ID# [number]. This [delivery format(s)] activity is offered at [number] CEUs, [educational level, category/categories]. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.
  • The APP statement for PD Activities that lead to a type of certification or recognition: [Name of organization] is an AOTA Approved Provider of professional development. PD activity approval ID# [number]. This [delivery format(s)] activity is offered at [number] CEUs, [educational level, category/categories]. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA or indicate AOTA approval of a certification or other professional recognition.

Criteria

The provider maintains a complete, permanent (at least 7 years) record of each learner’s participation and can provide a copy of that record on request.

Guidelines

• The provider is responsible for maintaining permanent records of all AOTA continuing education units (CEUs) earned and must have a written policy on retaining and releasing such records that ensures the privacy and security of its learners’ records. The provider is expected to maintain a permanent record for each learner who successfully completes an activity and to record the number of AOTA CEUs earned. Cumulative records of all AOTA CEUs earned are to be available for a minimum of 7 years and are to be used as an official permanent record on request by the learner.
• Policies must include verification of learner identity when replacement records are requested and how to ensure that the learner has agreed to the release of any information.
• The permanent record may be maintained by the provider or a contracted service; however, the provider bears primary responsibility for maintenance and availability of permanent records.
• A permanent record is an official cumulative record or file issued by the Approved Provider that documents an individual’s participation in the Approved Provider’s continuing education activities. This individual record should include:
  • Provider name and address
  • Learner name and contact information (address, email, or phone)
  • Activity title
  • Type of activity (e.g., workshop, online course, self-study)
  • Start and completion date(s) of the activity
  • Number of AOTA CEUs awarded
  • Instructor(s) name(s) and credentials
  • Assessment scores, if applicable.
• The provider must maintain a record of all complaints (resolved and unresolved) filed against the provider.

Criteria

In advance of the activity, the provider and instructor disclose financial and non-financial interest in any product, instrument, device, service, or material discussed during the activity and the source of any compensation related to the presentation (if indicated).

Guidelines

• Individuals who participate in a professional development (PD) activity have the right to know of any financial and non-financial interest the provider or an instructor may have in a product or service mentioned during an activity. Financial and non-financial interests must be made available to the learners prior to the activity and must be conveyed through promotional materials. The disclosure may also be made via written handout, or an announcement prior to the commencement of the training.
  • Examples of situations requiring financial disclosure might include service as a paid or non-paid consultant or employee; receiving support from commercial sources for honoraria, travel, and lodging; receipt of financial support from commercial sources for research projects; major financial interests or stock holdings; and/or membership in a commercial speakers bureau.
  • Examples of situations requiring non-financial disclosure include personal or professional relationships that might present a bias.
• All providers must have a written policy on disclosure. If a disclosure policy is not currently in place, one must be developed. Speakers must be made aware of the policy.
• AOTA continuing education units (CEUs) should only be awarded for relevant PD activities offered to occupational therapy practitioners that primarily focus on evidence-informed and occupation-centered practice and not product or service promotion. Additionally, the provider must appropriately manage exhibits and advertising associated with PD activities.

Criteria

The provider has ownership or permission to use all materials used in conjunction with professional development (PD) activities offered by the provider. The provider follows guidelines established by the Copyright Clearance Center.

Guidelines

AOTA respects the ownership of materials by those who have developed them. The provider must be able to demonstrate ownership of all materials used in conjunction with an activity or provide documentation of permission to use copyrighted works.

The provider must also provide release of information forms/documentation when using materials that depict patients or clients and others not employed by the provider in any type of visual medium.

Criteria

The provider plans program development and learning activities in response to identified needs relevant to the practice of occupational therapy. The provider defines the potential learners/target audience, educational level, and any prerequisites for each professional development (PD) activity.

Guidelines

• The process of needs assessment should identify who the potential learner should be. Not every PD activity requires a separate needs assessment; however, the rationale and planning for each activity should be the result of needs previously identified and documented by some assessment method(s). Needs assessments should be documented, reviewed, and updated.
• Examples of methods for needs assessment include focus groups, questionnaires and surveys, learners’ comments and suggestions, records and reports, tests or self-assessments, literature review, demographic data, print media, observation, and work samples. In work settings, needs assessment may be done in a variety of ways: at staff meetings and recorded in minutes, by utilization review committees, by discipline (such as occupational therapy), or by program (such as stroke or spinal cord injury program). The focus for this application is on identifying education needs for occupational therapy.
• An educational level must be chosen for each PD activity, and learning outcomes must be congruent with the educational level chosen.
• Educational levels are categorized as one of the following:
  • Introductory—Information is geared to practitioners with little or no knowledge of the subject matter. Focus is on providing general introductory information.
  • Intermediate—Information is geared to practitioners with a general working knowledge of current practice trends and literature related to the subject matter. Focus is on increasing understanding and competent application of the subject matter.
  • Advanced—Information is geared to practitioners with a comprehensive understanding of the subject matter based on current theories and standards of practice as well as current literature and research. Focus is on recent advances and trends, and/or research applications.

Note: The following resources may be helpful:

Watkins, R., West, M. M., & Visser, Y. L. (2012). A guide to assessing needs: Essential tools for collecting information, making decisions, and achieving development results. World Bank. License: CC BY 3.0 IGO. https://openknowledge.worldbank.org/handle/10986/2231

McCawley, P. (2009). Methods for conducting an educational needs assessment. http://www.cals.uidaho.edu/edcomm/pdf/BUL/BUL0870.pdf

Sleezer, C, Russ-Eff, D., & Gupta, K. (2014). A practical guide to needs assessment (3rd ed.). John Wiley & Sons.

Criteria

Qualified personnel are involved in planning and conducting each learning activity.

Guidelines

Decisions about activity planning, development, and implementation are made by individuals who:

1. 1. Are competent in the subject matter.
   2. Understand the activity purpose and learning outcomes.
   3. Have knowledge and skill in the instructional methods and learning processes being used.
   4. Have knowledge and skill in the delivery format being used.

• Qualifications and credentials of personnel involved in planning, developing, and implementing professional development (PD) must be evident in documentation maintained by the provider, such as résumé, job descriptions, licenses, and certifications.
• Program planning and instructional personnel must demonstrate high standards of professional conduct and refrain from unethical or illegal behavior such as discrimination, deceptive advertising or claims, fraud, or misrepresentation; and defamatory or disparaging remarks about consumers or learners.
• It is a joint responsibility of the provider (e.g., continuing education [CE] Administrator, OT Consultant), the planner(s), and the instructor(s) to ensure that established content for each PD activity is relevant and meaningful to occupational therapy and that the learning experience results in achieving the learning outcomes. The CE administrator has oversight responsibilities for each activity and confers with the OT Consultant to ensure that PD activities are relevant to occupational therapy and meet the needs of occupational therapy learners.

Criteria

Learning facilities, resource or reference materials, and instructional aids and equipment are consistent with the purpose, design, and intended learning outcomes of the professional development (PD) activity. The learning environment will accommodate teaching strategies for, and the environmental comfort of, the learner in a supportive and non-threatening atmosphere, as well as the accessibility needs of learners with disabilities.

Guidelines

• The provider ensures an instructional environment that enhances the learning process. Resource or reference materials and instructional aids and equipment are current, appropriate for the PD activity, and support the intended learning outcomes. The provider creates a fully accessible educational environment from which all learners can benefit and provides an opportunity for learners to identify special needs in advance of the activity.
• A PD activity that is fully accessible addresses the needs not only of people with physical impairments, but also of those with sensory impairments (e.g., hearing, speech, vision), and emotional and learning disabilities. This includes accessible technology and compliance with the Americans with Disabilities Act for distance learning.

Criteria

All publications must accurately reflect the professional development (PD) activities offered by the provider.

Guidelines

The provider ensures all publications (including web postings) accurately reflect the learning activity and include, at a minimum:

• Course Title, Date, and Location
• PD Provider Name and Contact Information
• Speakers/Authors
• Financial and non-financial disclosures
• Target Audience
• Educational Level (i.e., introductory, intermediate, or advanced)
• Prerequisites, if applicable
• Learning Outcomes*
• PD Activity Description
• Time Ordered Agenda or Outline
• Instructional Methods**
• Cancellation Policies (learner and provider)
• AOTA continuing education units (CEUs) and Contact Hours
• Registration Information, Including Special Needs Requests
• PD Activity Completion Requirements
• AOTA APP logo/imprimatur and statement

*overarching learning outcomes for conferences

**not required for conferences

• A PD activity that is fully accessible addresses the needs not only of people with physical impairments, but also of those with sensory impairments (i.e., hearing, speech, vision), and emotional and learning disabilities. This includes accessible technology and compliance with the Americans with Disabilities Act for distance learning. Promotional materials/website information must indicate contact information for special needs requests.
• Providers must have policies on cancellation by the provider, cancellation by the learner, and complaint resolution. Learners must have access to contact information for activity cancellation prior to registration. If the PD activity is a conference, the providers’ publications should list learning outcomes for the entire conference.
• Providers must ensure that publications accurately advertise prices, fees, and/or discounts.

Criteria

Content is relevant to the profession of occupational therapy, falls within the scope of practice of occupational therapy, and is consistent with AOTA official documents such as the Occupational Therapy Practice Framework.

Guidelines

Professional Development (PD) activities may focus on one, and up to three, of the following categories:

1. Occupational Therapy Service Delivery: The process of service delivery is occupation-centered, and applied within the profession’s domain to support the client’s health and participation as delineated in the Occupational Therapy Practice Framework.

PD activities may focus on:

• Evaluation: Provides an understanding of the client’s occupational history and experiences and analysis of occupational performance.
• Intervention: The use of occupations and activities, preparatory methods and tasks, education and training, advocacy, and group interventions to facilitate engagement in occupations to promote health and participation.
• Outcomes: Determinants of success in reaching the desired end result of the occupational therapy process. Outcome assessment information is used to plan future actions with the client and to evaluate the service program.

Note: PD activities focused primarily on interventions to support occupations (formally preparatory methods and tasks) such as exercise, manual therapies, or complementary and alternative medicine (CAM) interventions must demonstrate an explicit connection to occupation-focused practice, which includes client ability to participate in desired activities of daily living in context. These activities’ learning outcomes and evidence must support the PD activity's occupation-focused content.

2. Professional Issues: Topics are acceptable for AOTA continuing education units (CEUs) when they pertain to the practice of occupational therapy.

PD activities may focus on:

• Administration & Management: Planning, organizing, controlling, and directing the activities of an organization to achieve desired outcomes in occupation-centered practice.
• Legal, Legislative, Regulatory & Reimbursement Issues: Coding and reimbursement, documentation, licensure, and scope issues related to occupational therapy practice.
• OT Education: Development, delivery, or administration of occupational therapy education and continuing professional development, including experiential components of occupational therapy education programs.
• OT Research: Clinical and academic activities that support scientific procedures and processes to gather data and generate knowledge that enhances the profession and clinical practice of occupational therapy.
• Supervision: Ensuring the safe and effective delivery of occupational therapy services and fostering professional competence and development.
• Contemporary Issues and Trends: Potential role of occupation in addressing societal issues.

3. Foundational Knowledge: Topics are acceptable for AOTA CEUs when they pertain to diagnoses or conditions encountered by OT practitioners and provide medical information, background, or context relevant to occupational therapy practice.

PD activities may focus on:

• Human Body, Development, and Behavior: Diagnoses & conditions, biological and physical sciences, neurosciences, kinesiology, biomechanics, human development, behavior, and social sciences needed for occupational therapy service delivery.
• Sociocultural, Socioeconomic, Diversity Factors, and Lifestyle Choices: The impact of sociocultural, socioeconomic, and diversity factors, as well as lifestyle choices in contemporary society to meet the occupational needs of persons, groups, and populations.
• Social Determinants of Health: Determinants of health for persons, groups, and populations with or at risk for disabilities and chronic health conditions.
• OT History, Philosophical Base, Theory, and Sociopolitical Climate: Occupational therapy history, philosophical base, theory, and sociopolitical climate and their importance in meeting society’s current and future occupational needs as well as how these factors influence and are influenced by practice.

Note: Each PD activity in the categories of Professional Issues, Foundational Knowledge, and interventions that support occupation (formally preparatory methods) must address specific relevance to OT practice or education using strategies such as, but not limited to:

• Address relevance to OT practice and/or education within the presentation.
• Incorporate discussion groups, case examples, homework, or similar structured activities that facilitate incorporation of knowledge and skills in OT practice.
• Discuss or demonstrate the distinct/specific contribution of occupational therapy.
• Integrate a reflective component to the course that facilitates learners’ ability to integrate material into their occupational therapy practice. This may be done within the PD activity and/or after by engaging learners in reflective practices related to utilizing the new knowledge and skills within their OT practice.

Resources

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl.2), S1–S87. https://doi.org/10.5014/ajot.2020.74S2001

American Occupational Therapy Association. (2017). The philosophical base of occupational therapy. American Journal of Occupational Therapy, 71(Suppl. 2), 7112410045. https://doi.org/10.5014/ajot.2017.716S06

Fisher, A.G. (2013). Occupation-centered, occupation-based, occupation-focused: same, same or different? Scandinavian Journal of Occupational Therapy, 20(3), 162–173. https://doi.org/10.3109/11038128.2012.754492.

Criteria

Content included in professional development (PD) activities is evidence-informed and reflects best practice. All PD activities must be supported by the most current literature.

Guidelines

• PD activities must be supported by the most current literature and resources, and highest level of supporting evidence available.
• PD activities must reflect evidence-informed practice. Evidence-informed practice is based on integrating critically appraised research results (e.g., practice guidelines, CATs, systematic reviews) with the practitioner’s clinical expertise, and the client’s preferences, beliefs, and values.
• In order to award AOTA continuing education units (CEUs), PD activities must reflect best available evidence. Interventions refuted by a professional association and/or regulatory agency in white papers or official documents cannot award AOTA CEUs.
• Evidence must support occupation-based practice.

To promote evidence-informed practice, AOTA has developed a number of resources to help members find and utilize clinically relevant literature to respond to both their clients’ needs and external demands for information from the scientific literature.

AOTA Resources

Evidence-Based Practice Knowledge & Research

• American Journal of Occupational Therapy
• Choosing Wisely

Resources

Centre for Evidence-Based Medicine. The Oxford 2011 levels of evidence. https://www.cebm.ox.ac.uk/resources/levels-of-evidence/ocebm-levels-of-evidence

Law, M., Pollack, N., & Stewart, D. (2004). Evidence-based occupational therapy: Concepts and strategies. New Zealand Journal of Occupational Therapy, 51(1), 14–22.

Thomas, A., & Law, M. (2013). Research utilization and evidence-based practice in occupational therapy: A scoping study. American Journal of Occupational Therapy, 67, e55–e65. http://dx.doi.org/10.5014/ajot.2013.006395

Criteria

The provider has clear, specific, written statements of intended learning outcomes for each professional development (PD) activity that are based on identified needs.

Guidelines

• Learning outcomes provide the basis for providing periodic feedback, measuring progress, and conducting a final assessment of learning.
• Learning outcomes are congruent with the learning outcome assessment method.
• Learning outcomes are statements that specify what participants will know, be able to do, or be able to demonstrate when completing the learning outcome assessment (during or at the end of a PD activity).
• Learning outcomes specify an action by the student that must be observable, measurable, and demonstrable, and must be assessed beyond self-report and or self-reflection.
• Learning outcomes are realistic and appropriate in number for the planned activity. AOTA recommends assigning no more than 4 learning outcomes for an hour of educational time.
• Learning outcomes must reflect the educational level assigned to the PD activity.

Example: A PD activity at the advanced level should NOT have learning outcomes that solely begin with verbs such as identify, recognize, choose, or list. Instead, at the advanced level, learners should be designing, formulating, investigating and/or critiquing, etc.

For conferences and or multi-topic events/activities, overarching learning outcomes must be developed for the entire conference or event and for each session.

Note: There are a myriad of educational models to assist with writing learning outcomes. Bloom’s Taxonomy, or resources based on it, may prove helpful.

Criteria

The provider uses assessment procedures established during activity planning to determine whether learners attained the learning outcomes. The assessment procedure is congruent with the learning outcomes, consistent with the activity’s instructional and delivery format.

Guidelines

• Assessment of learning outcomes refers to the specific process through which learners demonstrate the attainment of learning outcomes. In every activity for which AOTA continuing education units (CEUs) are awarded, the provider must require learners to demonstrate that they have attained the learning outcomes.
• How learners will demonstrate their attainment of the outcomes should be an integral part of the activity planning and include determination of the assessment procedure, its timing, and its application.
• How the provider documents the learner's attainment of learning outcomes should be an integral part of the activity planning.
• In an activity in which individual practice competency is a goal, demonstration by each individual should be required. The assignment of individual scores would be appropriate. A pass/fail designation would also be appropriate. In an activity where individual proficiency is not a specific goal, group demonstrations (e.g., group activities, discussion) may be appropriate.
• While participant self-reflection of their competency (e.g., Likert scale) can be important, it should NOT be the only assessment procedure.
• Learners must be informed of how learning outcomes will be assessed prior to registering for a professional development (PD) activity.

Criteria

Instructional methods and delivery format(s) are congruent with the identified learning outcomes of each activity.

Guidelines

• Instructional methods (e.g., lecture, group discussion, lab, case study) should appeal to the diverse learning styles of each audience.
• The delivery format (e.g., Live, Distance Learning) should be appropriate for the given content and support the identified learning outcomes.

Delivery formats

Live: Course that takes place in a face-to-face format with both the instructor and learner in the same physical location.

Distance Learning—Interactive: Activity that occurs via the Internet, satellite broadcast, or telephone, in which an instructor is actively engaging the learner in a synchronous or asynchronous format.

Distance Learning—Independent: Activity that occurs via the Internet (e.g., recorded webinar), eLearning courses, or written text (e.g., article, self-study manual) where no faculty is actively engaging the learner during the course itself.

Blended/Hybrid: Activity that combines 2 of the 3 formats above (i.e., Live and DL—Interactive or DL—Independent; or DL—Interactive and DL—Independent).

Criteria

The provider conducts a post-evaluation for each professional development (PD) activity.

Guidelines

Post-evaluation of a PD activity is a measurement of the quality or worthiness of the activity as a whole. In planning for an activity, the provider ensures that an evaluation process is established to examine various aspects of the activity, including but not limited to:

• Assessment needs
• Instructional planning and execution
• Selection and preparation of instructors
• Program implementation
• The extent to which learning outcomes were addressed and achieved.

Post-evaluations should, at a minimum, include:

• Demographic data about the learner, including profession, so that needs can be identified by profession
• An opportunity for learners to evaluate how well they achieved each learning outcome
• An opportunity to evaluate the faculty
• An opportunity to evaluate the resources
• An opportunity to evaluate the learning environment
• Future programming needs
• Intended use of the knowledge and skills gained.

Using only learner-reaction surveys (e.g., self report) will not yield the data needed for an adequate evaluation of learning experiences. Any surveys utilized as part of the post-evaluation of a PD activity should be designed to capture specific information that will allow the provider to make continuous improvement in its offerings.

Criteria

A summary evaluation is a compilation of the data collected (e.g., aggregated) at the end of a learning activity to determine its effectiveness and worth. The provider has a process for compiling (e.g., aggregating) data from the PD activity's assessment of learning outcomes and the post-evaluation.

Guidelines

• Summary evaluations involve quantifying the value and quality of a learning activity. A list of only attendees’ comments and other self-reported data is not an adequate summary evaluation.
• Summary evaluations should include:
  • analysis of the learning outcome assessment data
  • analysis of post-evaluation data
  • suggested changes if needed

The provider demonstrates an ongoing commitment to reducing health disparities by embedding diversity, equity, and inclusion (DEI) principles into PD activities.

• At the organizational level the provider should demonstrate a commitment to advancing DEI.
• During the planning and development phase consider the learners’ and clients’ diverse backgrounds, identities, and perspectives.
• During the delivery phase instructors are mindful of the learning experience they create, fostering inclusivity throughout.
• During the evaluation phase the provider seeks feedback related to how well DEI principles were embedded into the educational content.

Review Embedding DEI Principles into Professional Development Activities