FRT COMPILED Past Paper PDF

Unit 6: Respiratory Therapy Education (7 hours) Introduction The Bachelor of Science in Respiratory Therapy (BSRT) is a four-year degree program that provides students with an intensive foundation in evaluating, treating, and caring for patients with cardiopu...

Unit 6: Respiratory Therapy Education (7 hours) Introduction The Bachelor of Science in Respiratory Therapy (BSRT) is a four-year degree program that provides students with an intensive foundation in evaluating, treating, and caring for patients with cardiopulmonary disorders. Students are trained to perform diagnostic and therapeutic respiratory care procedures and focus on the promotion of cardiopulmonary wellness, disease prevention and management. Learning Outcomes At the end of this unit, you are expected to: 1. enumerate the different general education and professional courses included in the Bachelor of Science in Respiratory Therapy program; 2. discuss the importance of general education courses in the development of respiratory therapists; and 3. explain the competencies of a respiratory therapy professional in the 21st century. Presentation of Contents Definition of Curriculum Curriculum comes from the Latin word currere which means to run. A student enrolled in a program has to work hard and run with all his or her might in order to finish the race on time. Curriculum can be defined in many ways. Some of these are as follows: a. According to the Glossary of Educational Reforms, curriculum refers to the knowledge and skills students are expected to learn, which include the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. b. Curriculum refers to the means and materials with which students interact for the purpose of achieving identified educational outcomes. c. According to John Dewey, curriculum is the “continuous reconstruction, moving from the child’s present experience out into that represented by the organized bodies of truth that we call studies… the various… are themselves experience – they are that of the race.” d. According to the Indiana Department of Education, curriculum refers to the planned interaction of students with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Looking into these definitions (and others), curriculum: a. is systematic and organized; Fundamentals of Respiratory Therapy 1 | 1 b. explicitly states outcomes (knowledge, skills) the learners/students have to achieve and learn through the use of planned instructional processes and other learning implements in a specific period; c. consists of a planned process of measurement, assessment, and evaluation to gauge student learning; and d. is designed for students. Respiratory Therapy Curriculum The Commission on Higher Education (CHED) was established on May 18, 1994 through the passage of Republic Act No. 7722, the Higher Education Act of 1992. CHED is the government agency under the Office of the President of the Philippines that covers institutions of higher education both public and private. It is tasked to organize and appoint members of the technical panel for each discipline/program area. Under CHED is the Technical Committee for Respiratory Therapy Education (TCRTE) which is composed of leading academicians and practitioners responsible for assisting the Commission in setting standards among institutions offering Bachelor of Science in Respiratory Therapy program and in monitoring and evaluating such institutions. The BSRT program is considered one of the allied health programs (others, to name a few, are Nursing, Pharmacy, Physical Therapy, among others.). The BSRT is a four-year program consisting of general education and professional courses that students are expected to complete within the first three years. The fourth year is dedicated to the students’ internship training in CHED-DOH accredited training laboratories affiliated with their college/department. The Commission issued CHED Memorandum Order (CMO) No. 53, series of 2017 (Policies, Standards, and Guidelines for the Bachelor of Science in Respiratory Therapy) as a guide for institutions offering the program. The CMO contains the goals, program outcomes, performance indicators, and the minimum course offerings (general education core courses, and professional courses with allotted units) of the BSRT program. This new CMO is compliant with the K-12 Curriculum. Educational institutions offering the program are given certain leeway in enhancing the curriculum of their program. The prescribed minimum number of units per course, and whether each course has a laboratory or lecture component, are also indicated in the new CMO. One unit of lecture is equivalent to one hour of class meeting every week. Thus, a 3-unit lecture course renders 3 hours of class meeting per week which is equivalent to 54 hours per semester (if one school year is divided into two semesters, with each semester equivalent to 18 weeks). Fundamentals of Respiratory Therapy 1 is an example of a 3-unit lecture without a laboratory component. One unit of laboratory is equivalent to 3 hours of class meeting every week. An example is Fundamentals of Respiratory Therapy 2 which is a 5-unit course composed of 3 units lecture and 2 units of laboratory. This is equivalent to 3 hours of lecture and 6 hours of laboratory work (total of 54 lecture hours and 108 laboratory hours per semester). In the RT curriculum, the policy of taking prerequisites for some courses is followed. A student taking the BSRT program must be aware of the courses he or she needs to take in order to move on to more advanced courses in the curriculum. For example, before taking the course, Cardio- pulmonary Pathology one should have already completed the course Cardio-Respiratory Anatomy and Physiology. Fundamentals of Respiratory Therapy 1 | 2 General Education Courses General Education (GE) course offerings cut across different programs. These courses aim to develop foundational knowledge, skills, values, and habits necessary for students to succeed in life, to positively contribute to society, to understand the diversity of cultures, to gain a bigger perspective and understanding of living with others, to respect differences in opinions, to realize and accept their weaknesses and improve on them, and to further hone their strengths. Thus, GE courses aim to develop humane individuals that have a deeper sense of self and acceptance of others. The general courses included in the new CMO are 1. Understanding the Self 2. Readings in Philippine History 3. The Contemporary World 4. Mathematics in the Modern World 5. Purposive Communication 6. The Life and Works of Rizal 7. Science, Technology, and Society 8. Art Appreciation 9. Ethics Professional Courses Professional courses are taken for learners to develop the knowledge, technical competence, professional attitude, and values necessary to practice and meet the demands of the profession. Critical thinking skills, decision-making skills, interpersonal skills, collaboration, and teamwork are also developed. Some of the professional courses are 1. Cardio-Respiratory Anatomy and Physiology An in-depth presentation of the cardiopulmonary system, its abnormalities, and corrective techniques as related to respiratory therapy. Study of concepts and theory of selected cardiopulmonary diseases, to include: definition, clinical manifestations, etiology, pathologic, radiological and laboratory findings; prevention, prognosis, and treatment. 2. Health Education for RT This course provides the basic introduction to health education concepts, principles and practice by examining the purpose, functions, and activities. Focus is given to analyze the contribution of social factors to health and illness, including risk behavior and health inequities. Health behavior programs and interventions are explored and applied to a health education and promotion program focusing on the practice of respiratory therapy. 3. Microbiology for RT This subject deals with basic principles of microbiology and the different types of pathogens related to pulmonary medicine. Focus is given to mode of entry of these pathogens and the body’s natural defense mechanism. Special emphasis is given to different decontamination procedures related to respiratory care. 4. Fundamentals of RT I This course deals with the basic concepts and principles related to the Respiratory Therapy profession. Its emphasis is on the history of respiratory care, medical terminology, delivering evidence-based respiratory care, quality, patient safety, communication and recordkeeping, principles of infection, prevention and control, respiratory therapy education, practice of the profession, and continuing professional education. 5. Cardio-Respiratory Pharmacology Presents the general principles of pharmacology and action of the major respiratory drugs. In addition, the anatomy and physiology of the autonomic nervous system and its role in drug action will be covered. Drugs will be studied as groups and individually for site and mechanism of action, Fundamentals of Respiratory Therapy 1 | 3 contraindications and side effects, clinical uses and routes of administration. Focuses on the drugs and drug groups that are administered by respiratory therapy personnel, or those that play a role in the care of cardiopulmonary patients. 6. Management and Health Care Ethics The subject provides information regarding the following: (a) different organizational structures of Respiratory Care Department (b) different management and supervision styles (c) personnel selection and staff education (d) inter-departmental relationships (e) evaluation and maintenance of respiratory care quality standards (f) departmental resources management (g) ethical standards. 7. Neuro Anatomy and Pathophysiology The subject provides knowledge on normal and medical-surgical conditions that may lead to transient or permanent respiratory impairment which affects the neuromuscular system. Topics included are: (a) thoracic cage and spinal column deformities (b) effects of abdominal/thoracic incision on thoracic excursions and ventilation (c) neuromuscular disorders 8. Fundamentals of RT II The course is designed to provide basic background knowledge in the following: Respiratory Therapy principles, techniques, physical and physiological bases for the following procedures: Humidity and Bland Aerosol Therapy, Aerosol Therapy, Storage and Delivery of Medical Gases, Medical Gas Therapy, and Lung Expansion Therapy. 9. Patient Assessment and ECG The subject offers basic learning experience in patient history-taking, initial evaluation methods. Special emphasis is given on normal and adventitious breath sounds; chest physical examination employing the techniques of (a) Inspection (b) Palpation (c) Percussion and (d) Auscultation. Emphasizes the analytical and observational skills necessary to perform respiratory assessment. Topics include: interviewing the patient and physical examination. 10. Cardio-pulmonary Pathology This course deals with the mechanisms for the development of common cardiac and pulmonary diseases and also focuses on the heart and lung inter-relationship during diseased state. 11. Airway Management The subject deals with the following: (a) definition and causes of clinical death (b) physiology during cardio-pulmonary arrest and resuscitation (c) procedures for one rescuer and double-rescuer CPR (d) role of a respiratory therapist in airway management (e) anatomical structures of the upper/lower airways (f) common causes of airway obstruction and techniques how to relieve such obstruction (g) artificial airways (h) intubation equipment and procedures (I) oropharyngeal, endotracheal suctioning and tracheostomy care. 12. Introduction to Polysomnography The subject will focus on the concepts and principles of polysomnography, thereby evaluating the indications and contraindications for sleep studies and by understanding results in relation to types of respiratory sleep disorders. 13. Pulmonary Rehabilitation The subject deals with rehabilitation techniques and procedures related and to the practice of Respiratory Care: (a) chest expansion measurements and assessment (b) chest percussion and vibration (c) postural drainage (d) chest mobility exercises (e) diaphragm retraining and breathing exercises and (f) create a respiratory home care plan and follow-up. The roles of a Respiratory Care Practitioners in the elderly and procedures for homecare and nursing homes are also discussed. Fundamentals of Respiratory Therapy 1 | 4 14. Ventilation and Gas Exchange Monitoring This course will present concepts of ventilation and gas exchange monitoring which the respiratory therapist performs or assists physicians in performing. Theory, application, and equipment for diagnosing respiratory pathologies through the diagnostic concepts used in respiratory therapy are part of this course. 15. Test of Pulmonary Function This course will present concepts of pulmonary function testing and other cardiopulmonary diagnostic procedures which the respiratory therapist performs or assists physicians in performing. Theory, application, and equipment for diagnosing respiratory pathologies through the diagnostic concepts used in respiratory therapy. 16. Pulmonary Disease Management Focuses on patient management and increases the application of problem base learning through the use of selected case studies in respiratory disease. Critical thinking and decision-making skills are reinforced. Provides units on electrocardiography, critical care drugs, cardiac disease, and respiratory intensive care. 17. Neonatal Respiratory Care This course provides an introduction to neonatal and pediatric respiratory care. Topics include fetal development and continuing through assessments of infants including, gestational age, APGAR scoring, and Silverman scoring neonatal assessment, airway care and ventilation. Various heart/lung deficiencies will also be discussed as well as treatment modalities. 18. Pediatric Respiratory Care This course focuses on the assessment, diagnosis, monitoring, and treatment of pediatric patient with cardiopulmonary problems. It gives emphasis on pediatric pulmonary function testing, radiographic interpretation, assessment of ventilation and oxygenation. It also includes different respiratory care procedures and techniques on resuscitation and stabilization among pediatric patients. 19. Mechanical Ventilation Emphasis on the technical components of mechanical ventilators, their classification, principles of operation, attachments, and the flow/pressure/volume curves generated by various ventilators, compliance, and resistance. An introduction to the management of patients receiving mechanical ventilation will be presented. 20. Critical Management and Hemodynamics The subject deals with respiratory emergencies and their corresponding course of action to correct/alleviate patient status in the intensive care unit. Invasive and noninvasive techniques of patient monitoring are also discussed. The subject deals with the basic principles of pressure measurement in the different major veins/arteries and heart chambers, the basic technological principles in the apparatus and cardiac catheters, the principle of indirect cardiac output measurements, the hazards/complications of cardiac catheterization and it’s corresponding preventive aspects, assessment of the patient’s pulmonary capillary wedge pressure and it’s correlation with other hemodynamics parameter. Seminar Courses 1. Respiratory Care Seminar 1 The subject covers the topics regarding the application of the most recent innovations in Respiratory Care in the treatment cardiopulmonary impaired patients focusing on cases commonly encountered in the hospitals. Special emphasis is given on the different respiratory care protocols. Fundamentals of Respiratory Therapy 1 | 5 2. Respiratory Care Seminar 2 The subject covers the topics regarding the application of the most recent innovations in Respiratory Care in the treatment of cardiopulmonary impaired patients focusing on special cases encountered in the hospitals. Respiratory care protocols lecture & discussion is a major part of this subject. Research Courses 1. Introduction of Research Methods and Research Writing 2. Clinical Research I 3. Clinical Research II Clinical Internship Training Clinical internship training is taken during the students’ fourth year in the program. Only those who have completed and passed all the academic and institutional requirements for the first three years of the program, and other requirements as specified in the official documents of the institution, college and/or departments are qualified for internship. Before proceeding with the actual training, students are required to undergo laboratory examinations and vaccinations which include, but not limited to, chest X-ray, Hepatitis B surface antigen (HBsAg) and Hepatitis B surface antibody (HBsAb) screening, Tuberculin testing. Proof of vaccinations for Hepatitis B, Flu Vaccine is also a requirement. This intensive training aims to apply the theoretical aspects of the profession into practice. Students are assigned to CHED – DOH accredited training respiratory laboratory with rotational duties in different sections of one or more hospitals. Rotation in different clinical areas include: Pulmonary Diagnostics, General Respiratory Care, Adult Intensive Care Unit, Neonatal and Pediatric Critical Care Unit, Sleep Laboratory, and Pulmonary Rehabilitation. The intern is required to render 40 hours of duty per week not exceeding a total of 1600 hours in one year. This is broken down per section as follows (based on CMO 53 s. 2017): Pulmonary Diagnostics 450 hours General Respiratory Care 500 hours Adult Intensive Care Unit Management 450 hours Neonatal and Pediatric Critical Care 200 hours TOTAL 1600 hours The academic institution is required to conduct an orientation to prospective interns regarding the policies and guidelines on internship training as contained in the Internship Training Manual. Licensure Examination The Respiratory Therapist Licensure Examination is conducted in order to identify graduates who possess the basic qualifications or the minimum conceptual skills and technical competencies to perform the tasks with minimum errors. The Professional Regulation Commission (PRC) is the government agency, under the Office of the President of the Philippines, tasked to administer licensure examinations to different professionals. Meanwhile, the Professional Regulatory Board (PRB) for Respiratory Therapy, under the PRC, is tasked to prepare and administer the written licensure examinations for graduates qualified to take the examination. PRB is composed of a Chairperson and two members who must be a duly registered respiratory therapist in the Philippines. All members of the PRB are required to be holders of PRC licenses. At present, the Respiratory Therapist Licensure Examination is given once a year, on the month of September. Fundamentals of Respiratory Therapy 1 | 6 Listed below are some of the provisions included in the Republic Act 10024, “The Respiratory Therapy Act of 2009,” in relation to the licensure examination: 1. The courses included in the licensure examination and their corresponding weights are as follows: A. Diagnostics (25%) Pulmonary Function Test Arterial Blood Gas Electrocardiography B. Pathophysiology (25%) Patient Assessment Cardiopulmonary Pathophysiology C. Respiratory Care Management (25%) Mechanical Ventilation and Oxygen Therapy Airway Care and Management Pulmonary Rehabilitation D. Neonatal and Pediatric Respiratory Care (25%) Neonatal Respiratory Care Pediatric Respiratory Care 2. To pass the exam, an examinee must: obtained a general average of seventy-five percent (75%), have no grade lower than sixty percent (60%) in any given subject. 3. If an examinee passed the examination, he or she will be issued a certificate of registration and a PRC card as licensed respiratory therapist. Program Goals and Learning Outcomes All higher educational institution (HEIs) offering any graduate and/or undergraduate degree programs must have a written document stating the program goals, vision and mission, objectives, and learning outcomes based on the institutions’ philosophy. Learning outcomes are general statements that define what the learner has to achieve. These learning outcomes serve as the foundation of curriculum development and teaching methodologies that shape a program. When learning outcomes are clearly stated, shared responsibilities and accountabilities for learning are developed in both students and teachers. The learning outcomes of the Bachelor of Science in Respiratory Therapy (BSRT) program state the knowledge, skills, values, and ethics that graduates of the program should demonstrate. Demonstration of such outcomes will result in competent and skillful professionals who are ready to skillfully perform the tasks of the profession enabling them to contribute to the welfare of the country and to improve the quality of life of people whom they serve. The program outcomes of the BSRT degree expect students to: 1. Evaluating and assessing patients; 2. plan and implement respiratory therapy interventions based on guidelines and standards; 3. participate in the promotion of the profession; 4. value the importance of professional development; and Fundamentals of Respiratory Therapy 1 | 7 5. appreciate the value of inter-professional communication and coordination with members of the health care team. Assessment Assessment is inherent in a learning activity. Assessment involves planned, systematic, and organized way of testing, measuring, collecting, and obtaining necessary information to gain feedback on students’ progress against set standards per course and on the effectivity of the teaching methodology. Thus, feedback comes from both teachers and students. Functions of Assessment Techniques Assessment plays a significant role in ensuring that students are on the right track toward attaining their goals, as well as gauging their strengths and weaknesses. The importance of assessment for both teachers and students can be seen in the following purposes: 1. It provides feedback on the progress of students toward the achievement of learning outcomes. 2. It identifies the flaws in the psychomotor skills and deficiencies in the theoretical knowledge and conceptual skills of the student. 3. It serves as a diagnostic tool to determine the capabilities of a student so that the teacher can prepare additional exercises and activities to address his or her needs during the assessment. 4. It serves as a motivation to further improve a student’s skill set in a particular area. 5. It provides information on student’s response to a particular learning strategy which serves as a basis for retaining or changing a strategy. 6. It provides information to the teacher if there is need to improve teaching and learning strategies. 7. It determines the demonstrable changes in the attitude and behavior of students. 8. It determines whether learning has taken place. Types of Assessment Various assessment techniques are used in the classroom. No single technique is considered the best in assessing learning. Therefore, it is important that both teachers and students have an understanding of the different types of assessment. Below are some of the different types: 1. Formative Assessment “Formative assessment,” as defined by W. James Popham (2008), “is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.” This is an assessment for learning. This is done during and/or within the instructional process of a course. Formative assessments determine whether a student is achieving the outcomes of the topic being discussed. This is also used by the teacher to gain feedback for the improvement of his or her instruction. Examples of formative assessment tools include quizzes, short-answer questions, reflection papers, and the like. 2. Summative Assessment This is the assessment of learning. This is done at the end of instruction, grading period (prelim, mid-terms, finals), or comprehensive examination. Information gathered from this type of assessment can be used to know how well each student learned the tasks or how well the student attained the learning outcomes. Examples of summative assessment tools include end-of-unit and end-of-term exams, research/term papers, and final projects. 3. Diagnostic Assessment This type of assessment is given prior to instruction. This is used to gauge what students already know and do not know about the topic at hand. Fundamentals of Respiratory Therapy 1 | 8 Assessment Tools In choosing a valid and reliable assessment tool, a teacher must ensure the synchronization of the expected learning outcomes with the content and appropriateness of the assessment tools. If the learning outcome measures higher-order thinking skills (HOTS), a matching type examination is not appropriate. Similarly, if lower-order thinking skills (LOTS) like memorization is needed, essay questions are inappropriate. There is no single assessment tool that is suited to measure both HOTS and LOTS, so teachers must be knowledgeable in gauging the appropriateness of an assessment tool. The following are some example assessment tools: 1. Teacher-made written tests Written tests are very popular and widely used assessment tools. Written tests include quizzes, long exams, term exams, and comprehensive exams. Reliability and validity of these assessment tools must take precedence to meet the learning outcomes. 2. Reflection papers Writing a reflection paper requires excellent writing skills, that is, the ability to put ideas, facts, and opinions in writing in an organized, direct, and understandable manner. Reflective thinking requires analytic and critical thinking skills. In science-based programs, writing reflection papers involves tackling the connection and relationship between theory and practice. 3. Portfolios A portfolio is a tool for assessing students’ mastery of skills through a collection of outputs that show their progress at the end of the course program. 4. Performance tasks In BSRT, performance tasks are usually given in the laboratory component of a course. This assessment tool measures the attainment of psychomotor skills necessary for the correct performance of practical procedures in the laboratory. Some examples of performance tasks are practical exams, return demonstrations, move system, and objective structured clinical examination (OSCE). 5. Oral examinations and presentations Oral examinations and presentations are assessment tools that gauge competency through oral communication skills. In oral exams and presentations, students usually discuss a certain topic to an audience. This requires a lot of preparation on the part of the students. The quality of an oral presentation is affected by body language, tone and quality of voice, confidence, and preparedness. Visual aids can also be helpful in oral presentations as long as they are appropriate and well thought out. 6. Rubrics A rubric is an assessment tool that evaluates the work of students based on a particular criterion. It clearly communicates the standards for a particular academic task for the characteristics of each criterion is clearly written. It is a better version of a checklist rating scale. It guides the students in taking note of teacher’s expectations. Rubrics provide feedback to the learners regarding their own strengths and weaknesses. They are a versatile assessment tool for they can be used for grading oral presentations, case analyses, essays, portfolios, performance tasks, and can be used for self and peer evaluation. Fundamentals of Respiratory Therapy 1 | 9  SPECIFICPROFESSIONS/CAREERS/OCCUPATION FOR GRADUATES A BSRT graduate can practice as a/an Respiratory Therapist in a hospital-based or non-hospital based pulmonary laboratory Member of the Academe (faculty, clinical instructor, clinical coordinator, dean/department chair, academic coordinator) Administrator Product Specialist Researcher Home care Respiratory Therapist Advocate in the promotion of Health Care Programs Polysomnographic Technologist Feedback 1. Since assessment is inherent in teaching-learning activities, discuss three courses of action that you will take in order to ensure excellent test score. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Among the listed job opportunities for BSRT graduates, which do you think is the most appropriate for you? Explain. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Why are critical thinking and problem-solving skills important to respiratory therapists? Explain. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Fundamentals of Respiratory Therapy 1 | 10 Summary of the Unit In this unit, you learned about respiratory therapy education. It should be noted that: The Bachelor of Science in Respiratory Therapy is a four-year program consisting of three years of school-based courses and one year of internship training in accredited training pulmonary laboratories. The courses are grouped into general education courses, professional courses, seminar and research courses. The courses may have a lecture component only or both lecture and laboratory components. A BSRT graduate must demonstrate the learning outcomes of the program. The Respiratory Therapist Licensure Examination is a requirement in order to practice the profession. It is given by the Professional Regulatory Board (PRB) for Respiratory Therapy under the Professional Regulation Commission (PRC) every September of each year. In the licensure examination, each category (i.e., Diagnostics, Pathophysiology, Respiratory Care Management, and Neonatal and Pediatric Respiratory Care) are given a weight of 25% each in the computation of the general weighted average. An examinee should garner a general average of 75% to pass the exam and shall be given the professional title of Respiratory Therapist Registered in the Philippines (RTRP). Assessment is an integral part of teaching-learning activities. Various assessment tools are available to gauge student learning. There are many employment opportunities for a graduate of the program after graduation. Some employers require a license while others do not. A learner is responsible for his or her own learning. He or she should be aware of the learning outcomes of the course and the program to be able to track his or her progress. Teachers set the direction for learning to take place and help students achieve the set learning outcomes. Reflection Now that you have reached this far, it is time to reflect and make a move by answering the following questions What is the most important thing you learned from this unit? Why do you think so? How did you gain learning? What can/should you do with what you know? References Philippine Respiratory Therapy Act of 2009, Republic Act No. 10024 An Act Modernizing the Professional Regulation Commission, repealing for the Purpose Presidential Decree Numbered Two Hundred and Twenty-Three, entitled “Creating the Professional Regulation Commission and Prescribing its Powers and Functions,” and For Other Purposes, Republic Act No. 8981. Revised Policies, Standards and Guidelines for the Bachelor of Science in Respiratory Therapy (BSRT), CHED Memorandum Order No. 53, series of 2017 Fundamentals of Respiratory Therapy 1 | 11  Unit 7: Continuing Professional Development (CPD) (7 hours) Introduction Learning can become more deliberate and proactive, rather than passive and reactive, with CPD. CPD refers to a professional's overall commitment to improving their personal skills and proficiency throughout their career. CPD includes a variety of learning strategies, such as training seminars, conferences and events, e-learning programs, best practice techniques, and idea exchange, all with the goal of helping an individual improve and develop professionally. Learning Outcomes At the end of this unit, you are expected to: 1. explain the importance of lifelong learning among laboratory professionals; 2. discuss the legal basis for the implementation of CPD law in the Philippines; 3. determine the process of application for and acquisition of CPD units for registered professionals; and 4. identify factors that affect the implementation of the CPD law in the Philippine context. Presentation of Contents Lifelong Learning for Professionals Most people associate learning with formal education. Aspiring professionals view the attainment of quality education as a very important goal. However, the end of compulsory education should not be viewed as freedom from educational obligation. Learning happens through the course of a lifetime. It does not stop once graduation are donned and diplomas are conferred. Professionals should be lifelong learners. They are expected to have skills that are on a par with the requirement of companies to ensure the quality of services they will render. Thus, a country’s pool of professionals with up-to-date knowledge and skills translates to public good. In the health care industry, for example, research suggests that higher level of education among health care providers leads to better health care delivery and improved patient outcomes. Aside from public accountability, the importance of lifelong learning is magnified by the dynamic flow of information in present time. We live in the information Age where computer, robotics, Internet, and other ICT tools are the primary drivers of economic growth. The age of digital revolution requires professionals to be adept in manipulating these ICT tools for the efficient delivery of service to the public. Lifelong learning is a demand in an environment filled with global markets. Previously, professional practice used to be confined within a nation’s borders but because of globalization, there is accelerated change and application of technology solutions in the new millennium. Professional mobility across international borders is now common. Global market players and Fundamentals of Respiratory Therapy 1 | 1 employers prefer employees who continually acquire skills and knowledge to enable them to adapt to the evolving needs of the global labor market. this is important in the context of the Filipino nation because of its huge sector of overseas foreign workers (OFW) with thousands of professionals being employed in other countries annually. In the regional context, lifelong learning is also encouraged. The establishment of ASEAN Economic Community (AEC) in 2015 was a historical milestone and a huge stride towards the regional economic integration of ASEAN Member State (AMS). As a step towards regional integration and mobility of professionals in the region, the ASEAN Qualifications Reference Framework (AQRF) was established. The AQRF is a common reference framework that enables comparison of educational qualifications across AMS. One of the objectives of AQRF is to encourage the development of qualifications that can facilitate lifelong learning. Continuing Professional Development and Legal Basis Continuing Professional Development (CPD) is important to ensure the competency of professionals. It is the maintenance, enhancement, and extension of knowledge, expertise, and competence of professionals and after attaining a bachelor’s degree. As such, CPD is the longest phase of professional education and is essential to provision of evidence-based health care in the contemporary health care setting. It provides a structure framework to ensure improvement, progression, and career growth that benefits both professionals and their respective organizations. Undertaking CPD facilitates continued competence and personal and professional development, which in turn translate to increased career worth that facilitates the advancement of the profession. Table 7.1 The Benefit of CPD Benefits to the individual Benefits to the organization Builds confidence and credibility Maximizes staff potential Showcases achievements; useful for Helps employees to set SMART (specific, appraisals measurable, realistic and time-bound) objectives Achieves career goals by focusing on Promotes staff development training and development Copes positively with changes by constantly Adds value for reflecting; helps staff to updating knowledge and skill consciously apply learning to their role and for the organization’s development Improves productivity and efficiency by Linking to appraisals; help employees focus reflecting learning and highlighting the gaps their achievements throughout the years in knowledge and experience CPD is embraced by developing countries as an effective way of maintaining and improving the competencies of health professionals, thus, making it mandatory. This is due to the requirement for health practitioners to demonstrate and maintain competence in light of the ever-changing scope of practice and technological advances in the field of medicine and allied health The terms CPD (Continuing Professional Development) and CPE (Continuing Professional Education) are often used interchangeably. However, CPE more aptly refers to training which is linear and formal. Training objectives in CPE are usually focused on learning a particular skill or set of skills to improve professional competence. CPD, on the other hand, refers to the development of one’s knowledge, skills, an attitude significantly relevant to capability and competency in his or her profession. On July 25, 1995, former President Fidel V. Ramos issued Executive Order No. 266 entitled “Institutionalization of Continuing Professional Education (CPE) Programs of Professional Regulation Commission (PRC).” Anticipating the stiff competition in the global professional labor market as a result of the General Agreement on the Trade in Services (GATS) treaty by the World Fundamentals of Respiratory Therapy 1 | 2 Trade Organization (WTO), the Philippine government has required all Filipino professionals to undergo continuing education programs. The order was implemented through PRC Resolution No. 381, Series of 1995 titled “Standardized Guidelines and Procedures for the Implementation of the Continuing Professional Education (CPE) Programs for all Professions” which took effect on November 13, 1995. Operations of CPE Councils were further strengthened by Administrative Order NO. 260 Series of 1996. E.O. No 266 required the completion of 60 CPE units as a condition for the renewal of licenses of professionals in the country. The said provision, however, was repealed by the passage of the PRC Modernization Act of 2000 (R.A. 8981), on December 05, 2000. In 2004, PRC issued Resolution No. 179 mandating the implementation of voluntary CPE program for professionals. This was repealed by PRC Resolution 2008-466 which emphasizes the normal obligation of professionals to obtain CPE units but in turn was repealed by PRC Resolution 2013-774 which revised the CPE/CPD Guidelines to CPD Guidelines. What was, missing in earlier orders, resolutions and issuances, however, was a law that will empower the implementation of CPD professionals. On July 21, 2016, Republic Act 10912 was passed into law and took effect on August 16, 2016. The said law mandated the strengthening of CPD programs for all regulated professions and the creation of CPD Councils for each profession. It aims to continuously improve the competence of professionals in accordance with international standards of practice towards the uplifting of general welfare, economic growth, and development of the nation. The implementation of R.A. 10912 started on March 15, 2017 upon the effectivity of the PRC Resolution No. 1032, also known as the implementing Rules and Regulations of R.A. 10912. R.A. 10912 defines lifelong learning as “learning activities undertaken throughout life for the development of competencies and qualifications of the professional,” while CPD was defined as “the inculcation of advance knowledge, skills, and ethical values in a post-licensure specialization or in an inter- or multidisciplinary field of study, for assimilation into professional practice, self- directed research, and/or lifelong learning.” The said law seeks to formulate and implement CPD programs for each profession in order to: 1. enhance and upgrade the competencies and qualifications of professionals for the practice of their professions pursuant to the PHILIPPINE qualifications framework (pqf), the AQRF, and the ASEAN mutual recognition agreements (MRAS); 2. ensure international alignment of competencies and qualifications of professionals through career progression mechanisms leading to specialization/sub-specialization; 3. ensure the development of quality-assured mechanisms for the validation, accreditation, and recognition of formal, non-formal, and informal learning outcomes, including professional work experiences and prior learning; 4. ensure maintenance of core competencies and development of advanced and new competencies, in order to respond to national, regional, and international labor market needs; and 5. recognize and ensure the contributions of professionals in uplifting the general welfare, economic growth, and development of the nation. According to PRC, the overarching of goal of CPD programs is the promotion of general welfare and interests of the public in the course of delivering professional services. Further CPD aims to: 1. continuously improve the quality of the country’s reservoir of registered professionals by updating them on the latest scientific/ technological/ ethical and other applicable trend in the local and global practice of the professions; 2. provide support to lifelong learning in the enhancement of competencies of Filipino professionals towards delivery of quality and ethical services both locally and globally; and 3. deliver quality CPD activities aligned with the Philippine qualifications framework (PFQ) for national and global comparability and competitiveness. Fundamentals of Respiratory Therapy 1 | 3  The CPD Process Each profession has its own CPD council which is composed of (1) a member from the Professional Regulatory Board (PRB) as chair, (2) the president or officer of an Accredited Professional Organization (APO) as first member, and (3) the president or officer of the national organization of deans or department chairpersons of schools, colleges, or universities offering the course requiring the licensure examination as second member. The CPD Council is generally tasked to oversee the implementation of the CPD program of the profession including the evaluation and monitoring of CPD programs. CPD providers need to apply their respective programs to the CPD Council at last 45 days prior to the conduct of the CPD activity. The CPD Council will then evaluate the proposed activity and designate the number of units to be assigned to it. The current list of CPD providers for respiratory therapists is as follows: 1. Association of Respiratory Care Practitioners of the Philippine, Inc. (ARCPP) 2. Philippine Respiratory Care Professionals, Inc. (PRCPI) 3. Asian Hospital Inc. 4. Chong Hua Hospital 5. Philippine Children’s Medical Center 6. St. Luke’s Medical Center, Quezon City 7. Department of Health – Central Office 8. University of Sto. Tomas 9. Davao Doctors Hospital 10. San Juan De Dios Foundation, Inc 11. Zamboanga City Medical Center 12. Southern Philippines Medical Center 13. San Pedro College 14. Philippine College of Chest Physicians (PCCP) 15. American College of Chest Physicians (ACCP), Phil Chapter, Inc 16. Philippine Society of Critical Care Medicine 17. Philippine Foundation for Lung Health, Research and Development, Inc 18. Lung Center of the Philippines CPD is a mandatory requirement is the renewal of the professional identification card (PIC) of all registered and licensed professionals under the regulation of PRC. Even professional working abroad and senior citizens are covered by the said requirement. Every, professional is required to renew his or her PIC every three years. For registered respiratory therapists, the required number of CPD units for PIC renewal is 45 units or an average of 15 units per year for three years. Any excess number of CPD units cannot be carried over to the next three-year period except for the credit units from doctorate and master’s degrees or specialty trainings which are only credited once during the compliance period. During the initial implementation of the CPD requirement for PIC renewal, PRC instituted a general transitory period as follows: Fundamentals of Respiratory Therapy 1 | 4  Table 7.2 Required Number of CPD units during Transition Period Minimum CPD Units Required for the PIC Renewal Period Profession January to June 2017 0% July to December 2017 30% 2018 60% 2019 onwards 100% CPD programs consist of structured to non-structured activities with definite learning process and outcomes. Examples of CPD activities include formal learning, non-formal learning, informal learning, self-directed learning, online learning activities and professional work experience. There is a special number of credit units every type of CPD activity. The general matrix for determining the number of units assigned for a CPD activity is as follows: Table 7.3 General Matrix of CPD Activities Program/Activity Credit Units (CU) Supporting Documents 1. Professional track (training offered by accredited CPD providers, face to face/ online (valid for 3 years prior to the renewal) 1.1 Participant Approved credit units for the Certificate of attendance program with number of hours, seminar program, and list of participants 1.2 Resource speaker 3 CU per hour Photocopy of certificate, copy of papers, and program invitation 1.3 Panelist/reactor 2 CU per our Certification from sponsoring organization and copy of program 1.4 Facilitator/moderator 1 CU per hour Certification from sponsoring organization and copy of program 1.5 Monitor Twice the number of Monitoring report, approved credit units for the certificate of appearance and program the authority to monitor 1.6 In-service training Maximum of 20 CU for a Certificate of training and 12-month period or a training description fraction thereof upon completion 2. Academic track (valid 5 years from the conferment of diploma/certificate) 2.1 Master’s degree or Full credit units form University certification/ equivalent compliance period upon diploma and transcript of completion of degree records (authenticated copy) 2.2 Doctorate degree or Full credit units upon University certification/ equivalent completion of candidacy for diploma and transcript of compliance period records (authenticated copy) Additional full credit units for compliance period upon completion of degree 2.3 Professional chair 15 CU per year Certification of grant appointment paper Fundamentals of Respiratory Therapy 1 | 5  2.4 Residency/externship/ 10 CU per hour Hospital Certification specialty/ sub-specialty program Program/Activity Credit Units (CU) Supporting Document 2.5 Fellowship Grants 2.5.1. Participant 2 CU per grant Certification from the granting institution and/or certificate of fellowship 2.5.2 Resource 4 CU per grant speaker 2.5.3 Researcher 5 CU per grant 2.6 Post graduate Maximum of 30 CU for an Diploma/certification from diploma 18-month period or fraction the institution thereof upon completion 3. Self-directed (training offered by non-accredited CPD providers, face to face/online) (valid 3 years prior to the renewal) 3.1 Participant Credit units for the program Certificate of attendance as evaluated by the CPD with number of hours, council seminar program, and list of participants 3.2 Resource speaker 3 CU per hour Photocopy of certificate, copy of papers, and program invitation 3.3 Panelist/reactor 2 CU per hour Certification from sponsoring organization and copy of program 3.4 Facilitator/moderator 1 CU per hour Certification from sponsoring organization and copy of program 3.5 In-service training Maximum of 20 CU for a Certificate of training and 12-month period or a training description fraction thereof upon completion 3.6 Program/training 10 CU per module Copy of module and module development evaluation 3.7 Technical paper 5 CU per technical paper for Certification of completion published paper, see 3.8 and approval for published paper, see 3.8 3.8 Article published in a refereed/peer-reviewed professional journal 3.8.1 Author/s Local – 10 CU Copy of published article International – 15 CU and table of contents For multiple authors, divide CU equally among them 3.8.2 Peer review 2 CU per article Fundamentals of Respiratory Therapy 1 | 6  Program/Activity Credit Unit (CU) Supporting Document 3.9 Pamphlet/book or monograph 3.9.1 Author/s 20 CU for single author for Copy of published book pamphlet (less than 10 pages) 40 CU for single author for book or monograph (more than 100 pages) For multiple authors, divide CU equally among them. 3.9.2 Editor Maximum of 20 CU 3.10 Article in Maximum of 5 CU per Proof of publication of magazine/newspaper article article For multiple authors, divide CU equally among them 3.11 Inventions Full credit units for Certified copy of patent compliance period certificate 3.12 Study tours/visits 2 CU/day (maximum of 20 Certification from CU/ tour) sponsoring institution 3.13 Consultancy (e.g., 1 CU per hour Certificate of appearance technical meetings/ and invitation accreditation and other activities as per request of an institution, etc.) 3.14 Socio-civic activities 1 CU per hour Project proposal, report, an using profession (e.g., photos medical missions outreach programs, etc.) 3.15 Recognition/title Full credit units for Copy of certification from (e.g., fellows, hall of fame compliance period the awarding body (duly award, outstanding notarized) professional, lifetime achievement awardee, etc.) 4. Such other activities to be recommended by the CPD council and approved by the Board and the Commission If a professional attended a training or seminar that was not organized by a CPD provider or has no assigned CPD units, he or she can apply the said training or seminar to the CPD Council. The CPD Council will convert such activities to CPD credit units and the professional will be entitled to a Certificate of Credit Units Earned. This will, however, exact costs and an evaluation period of 60 days. The professional who cannot complete the required number of CPD units can file an affidavit of undertaking to allow him or her renew his or her PIC; however, the shortfall in the required number of CPD units will be added to his or her next renewal. The implementation of the CPD law has been a very polarizing issue for professionals. Despite its benefits, the requirement for CPD units also entails several drawbacks. These include the difficulty of access to CPD programs for professionals assigned to remote areas of the country, added financial burden, and lack of time to attend CPD programs, among others. Because of these drawbacks, several groups have petitioned to either review or abolish R.A. 10912. To address these concerns, government agencies such as the Department of Health (DOH) have been encouraged to apply as CPD providers and to provide free CPD programs to their employees. Accredited professional organizations and private sector employers have also been encouraged to offer free CPD trainings as part of their corporate social responsibility. Fundamentals of Respiratory Therapy 1 | 7  Looking at the bigger picture, it is apparent that the benefits of CPD outweigh its drawbacks towards international benchmarks in the fast-evolving global landscape. In the end, it is still the personal responsibility of a professional to map out his or her professional development plans. It is the personal vision and professional drive of an individual that will ensure positive outcomes and improvements in terms of his or her professional competence and performance. Feedback Research-based Activity CPD is a highly controversial topic among professionals including respiratory therapists. The CPD requirement, as part of the license renewal process, has advantages and disadvantages. Furthermore, professionals have different perceptions and preferences in the delivery of CPD activities. Tasks 1. What do you think would be the special aspect of CPD to professionals? 2. Interview respiratory therapists in either secondary and tertiary pulmonary laboratories and get feedback regarding the following: a. Perceived benefits and drawbacks of CPD for respiratory therapists b. Perceived barriers in attaining CPD units c. Preferred mode of delivery for CPD activities 3. What is your opinion in earning CPD units in this time of pandemic? 4. “CPD is expensive and not realistic” what is your opinion about this? 5. Do you think CPD Law must be abolished. Yes or No? Support your answer. 6. Present your output to the class using a Powerpoint presentation. Summary of the Unit In this unit, you learned about continuing professional development. It should be noted that: Learning is a lifelong CPD is a form of lifelong learning and is important in maintaining, updating, and extending the competency of professionals. Respiratory Therapists must accumulate at least 45 CPD units for renewal of their professional license every three years. There are several types of CPD programs with corresponding number of credit units. Fundamentals of Respiratory Therapy 1 | 8  Reflection Now that you have reached this far, it is time to reflect and make a move by answering the following questions What is the most important thing you learned from this unit? Why do you think so? How did you gain learning? What can/should you do with what you know? References: An Act Mandating and Strengthening the Continuing Professional Development Program for all Regulated Professions, Creating the Continuing Professional Development Council, and Appropriating Funds Therefore, Republic Act No. 10912, 2016. Chipcase, L. S., Johnston, V., & Long, P. D., (2012). Continuing professional development: The missing link. Manual Therapy, 17(1), 89-91. Professional Regulation Commission. CPD Accredited Providers Respiratory Therapy. Retrieved from https://www.prcboard.com/cpd-program-for-respiratory-therapists/ Repealing resolution 179, s. 2004, the “Standardized Guidelines and Procedures for the Implementation of the Continuing Professional Education/Development (CPE/CPD) System for all Professions” and Implementation of Revised Standardized Guidelines and Procedures for the Implementation of the CPE/CPD System for all Registered and Licensed Professionals, PRC Resolution No. 774, s. 2013. Fundamentals of Respiratory Therapy 1 | 9  l\epublic of tbe bilippines rof essional ]Regulation