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The Commission on Accreditation in Physical Therapy Education (CAPTE) is the agency recognized by the United States Department of Education for granting accreditation status to entry-level education programs for physical therapists and physical therapist assistants. The stated mission of CAPTE includes "establishing and applying standards that ...
Global Healthcare Accreditation (GHA) [5] Healthcare Facilities Accreditation Program (HFAP) Healthcare Quality Association on Accreditation (HQAA) Institute for Medical Quality (IMQ) Joint Commission (TJC) National Committee for Quality Assurance (NCQA) National Dialysis Accreditation Commission (NDAC) [6] The Compliance Team, "Exemplary ...
Among the many areas of practice represented in the CARF standards are aging services; behavioral health, which replaces institutional behavior management; psychosocial rehabilitation; child and youth services (with younger and established family services and support); durable medical equipment, prosthetics, orthotics, and supplies (DMEPOS ...
The DPT degree prepares students to be eligible for the physical therapy license examination in all 50 US states. Along with the license examination, some states do require physical therapists to take a law exam and a criminal background check. As of March 2017, there are 222 accredited Doctor of Physical Therapy programs in the United States. [9]
The Association's membership swelled to 8,000, and the number of physical therapy education programs across the U.S. increased from 16 to 39. During the mid-1940s, the association adopted its current name, hired a full-time staff, and opened its first national office in New York City.
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USAHS founder Stanley V. Paris was the first president of the Orthopaedic Section of the American Physical Therapy Association (APTA). [16] Faculty member Todd Bourgeois is a three-time national qualifying contestant on the NBC show American Ninja Warrior. Nicknamed the “Cajun Cowboy,” Bourgeois has been competing on the show since 2013. [17]
Nationally accredited schools, a large number of which are for-profit, typically offered specific vocational, career, or technical programs. Regionally accredited institutions employed large numbers of full-time faculty, and the faculty set the academic policies. Regionally-accredited schools were required to have adequate library facilities.