PREAMBLEThe purpose of AOTA Approved Provider Program (APP) is to promote high quality and relevant professional development (PD) activities for occupational therapy practitioners that support best practice services to consumers. By becoming an AOTA Approved Provider, you have demonstrated the ability to comply with required systems, policies, procedures, and educational practices appropriate for occupational therapy practitioners in a manner that meets AOTA APP Criteria and Guidelines. As an AOTA Approved Provider, you are now eligible to submit individual PD activities for APP approval. This manual provides guidance for submitting further PD applications, as well as general information about your responsibilities as an AOTA Approved Provider.

Table of Contents

• Responsibilities of AOTA Approved Providers• Use of the AOTA APP logo and imprimatur• Navigating the AOTA APP submission webpage• Guidelines for a successful PD activity application• AOTA APP Fees• AOTA APP Criteria and Guidelines• Appendices

Responsibilities of AOTA Approved Providers

AOTA Approved Providers have the following responsibilities:• Operate within the terms of the Applicant Agreement submitted with the initial application• Provide accurate and truthful information to AOTA in all transactions• Conduct all continuing education activities in an ethical manner that respects the rights and worth of the individu-

als served• Properly use the APP logo and imprimaturs, as described in the next section• Report to AOTA APP staff within 30 days any major changes that impact the organization, structure, or delivery of

services on which the Provider’s application is based. Examples include but are not limited to a change in ad-dress, the identification of the primary contact, and the identification of the OT Consultant (if applicable)

• Pay fees associated with APP on a timely basis• Submit any PD Activity applications at least 20 business days in advance of the first offering of the activity• Upon notification of a review by AOTA, accept AOTA-designated monitors in any offering of a PD activity for

purposes of evaluating the organization’s compliance with the AOTA APP criteria, and waive registration fees for such monitors

• Operate within the criteria and the terms of the Approved Provider agreement or relinquish certification status.• Upon notification by AOTA, abide by any revision of the approval criteria or inform AOTA of intentions to withdraw

as an Approved Provider.• Continue to meet the requirements upon which the initial Approved Provider status was based and abide by any

additions or revisions to the requirements as notified by AOTA.

Approved Provider Program

Use of the AOTA APP Logos

New to the program in 2020, APP now has a logo and imprimatur. As with the previous APP logo, proper use of these remains critical to communicating your APP status to state regulatory bodies and protecting the integrity of the logo and imprimatur.

Approved Providers receive the provider logo upon initial approval of an application for Recognition as an AOTA Approved Provider. Providers should primarily use this logo to identify themselves as AOTA Approved Providers; the logo communicates to licensure boards and the broader public that AOTA has evaluated an organization’s systems, policies, procedures, and educational practices, and that AOTA considers them appropriate for occupational therapy practitioners. Providers should use this logo in conjunction with general promotional materials to identify the organization as an AOTA Approved Provider.

Providers must use the course approval imprimatur in conjunction with PD activities that have successfully gone through the PD Activity Application process. Upon PD activity approval, AOTA will email the provider a course approval ID number, an editable PDF of the imprimatur, and a tip sheet for how to customize the imprimatur. The course approval imprimatur must appear on course completion certificates and course promotional materials with the correct ID number.

Navigating the APP Submission Webpage(SurveyMonkey Apply)

All APP applications are submitted, reviewed, and if necessary edited/updated using SurveyMonkey Apply (SMA). The main URL for this is https://aota.smapply.io/prog/application_for_recognition_as_an_approved_provider/. From there, you can access your applications by clicking the “My Applications” link at the top-right of the page, circled below:

There are two primary APP applications in SMA: the initial Recognition Application to become a provider, and the PD Activity application for individual courses. Providers will also be able to submit Change of Scope applications, the Annual Report, and the 7-year Provider Renewal using SMA.

Providers can proceed directly to the PD application section by visiting https://aota.smapply.io/prog/pd_activity_change_in_scope_annual_report_/.

For all application types, an automatic email notification will go out to your email address whenever one of the following events occur:• Your application is approved• Your application is denied• A reviewer requests additional information

In each of these cases, the email will come from noreply@mail.smapply.net. Make sure to add this email address to your list of approved contacts. If you find that emails from this address still go into your spam or junk folder, please see SMA’s email tip sheet: https://help.smapply.io/hc/en-us/articles/360005301174-How-to-Ensure-Emails-Are-Received-from-SurveyMonkey-Apply.

Guidelines for A Successful Application

General Application Guidelines• Use the PD application guideline tip sheet to increase understanding of each question. • Be sure to read each section completely. Base your responses on the criterion and guidelines for that section.• The person completing the application should have an awareness of PD concepts, your organization’s policies

and procedures, and occupational therapy scope of practice and the Occupational Therapy Practice Framework. If you would like to have more than one user work on your application, you may use the “Add Collaborators” func-tion when you begin an application.

• Be clear and concise in application; avoid extraneous information. • Do answer all questions thoroughly and reflectively. • All questions require a response in order to proceed, and where applicable may require attachments. As such,

you will not be able to skip ahead. If you wish to preview the application in its entirety to better prepare, you will have the option to download the application on the “My Applications” page. See the example below.

Editing Your Application(s)

SurveyMonkey Apply (SMA) will automatically save your application progress at regular intervals. If you wish to leave your application, however, do save it. You will be able to come back and continue where you left off.If APP reviewers feel your application is incomplete, or if they have a question about one or more of your responses, you will receive a request to provide additional information. An automated email from noreply@mail.smapply.net will notify you of the need to provide more information. You must provide your responses in the application itself; the email notification will provide instructions to edit your application.

Collaborators

The AOTA Approved Provider may invite collaborators to assist with the completion of the PD activity application. This may be useful if the developer and/or presenter for the PD activity is not the AOTA continuing education (CE) Administrator. It may also be helpful if the AOTA CE administrator does not act as the occupational therapy consultant.

APP Fees

Overview of fee structure

Approved Providers are responsible for an Annual Report fee every year. The Annual Report features a tiered fee structure based on the number of PD activities (e.g., courses) the provider offers for AOTA CEUs. Every time a provider submits a PD activity for review, they will pay a flat processing fee of $75. PD activity approval is granted for five years, after which the provider must submit the activity for approval once again.

The Approved Provider Program categorizes courses into four different learning formats. If a provider wishes to add learning formats other than those they are currently approved for, they must submit a Change in Scope Request, which has a flat processing fee of $175. Approval is granted permanently. Providers can apply for multiple learning formats at once for the same fee; we encourage providers to do this.

Reviewers may complete a review prior to payment. However, final approval will not be granted until the processing fee is made. If your organization is not able to pay by credit card please contact app@aota.org.

Annual Report*tiered based on number of course titles (not occurrences) Processing Fee

Tier 1: ≤ 9 course titles/year $275Tier 2: 10-49 course titles/year $500Tier 3: ≥ 50 course titles/year $1,250PD Activity Application Processing Fee Applies to each course, not occurrence; approval granted for five years $75

Change in Scope Request Processing FeeApproval granted permanently $175

Paying your APP fees online

Program fees may be paid online by visiting https://app.aota.org/ProgramFees.aspx. Please note that this page will only work for APP accounts—if you are logged into a personal, ACOTE certification, or business account at www.aota.org, you will not be able to pay APP fees using that account. If you cannot remember your APP account login information, need an invoice, or wish to pay by check, please contact us at app@aota.org.

AOTA APP Criteria and Guidelines

I: Recognition as an AOTA Approved ProviderSection 1: Identity and Structure

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

Guidelines • Providers who are eligible to award the AOTA CEU 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’s/entity’s own mission statement or similar document that defines the group’s/entity’s responsibilities. The provider’s mission or description must reflect a desire for excellence in providing professional development.

Note: 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 APP status to offer AOTA CEUs for PD developed and offered by other non-approved organizations.

Section 2: Administration

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

Guidelines • Documentation should demonstrate that the PD entity has authority and responsibility to establish and implement

review procedures that ensure PD activities meet current AOTA Approved Provider Program Criteria and Guide-lines.

• The provider must identify one person from the organization as the primary contact responsible for ensuring that all AOTA Approved Provider Program Criteria and Guidelines are followed. The person that the provider desig-nates as the primary contact 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 employ-ees or other closed audiences) prior to registration.

• If the designated primary contact 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 activ-ity the provider assigns AOTA CEUs. The OT consultant and the provider must sign and date the OT Consultant Agreement (additional responsibilities can be added by the provider) and submit to AOTA.

• The OT consultant must have a role in determining whether a course is relevant to occupational therapy, evi-dence based, and occupation centered. If a PD activity does not meet these criteria establishing relevance to OT, the activity must not award AOTA CEUs.

Section 3. System for Awarding AOTA CEU

Criteria: The provider has a system in place for awarding AOTA CEUs that includes how the provider identifies learners who meet the 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 (i.e., for courses that occurred before the provider was approved). • One (1) AOTA CEU is the equivalent of ten (10) contact (clock) hours, excluding meals, breaks, or other non-

educational time. The smallest increment that can be assigned to a course is point zero five (.025) AOTA CEU or .25 hour (15 minutes). A course must have a minimum length of at least 1 hour (0.1 AOTA CEU).

• Calculate CEUs using the following 2-step formula:• Contact Hours = (total minutes for learning activity - meals, breaks, other non-educational time)

60 • CEUs = contact hours

10 • When PD activities are time controlled by the provider (e.g., live courses and webinars) an exact run time can

be used and 5 minutes can be added per 10 test questions (or use actual averaged time for completing test questions). For self-paced written or online PD activities, the provider must use a valid formula such as the Mergener Formula (http://touchcalc.com/calculators/mergener). 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 CEU can be determined.

• Providers must inform learners of completion requirements prior to registration for the learning activity and 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 must accurately reflect course and learner information, including provider name, address, and/or website; course title, date, and location; learner name and speaker name (if one or two speakers); credits awarded (use both AOTA CEUs and contact hours); name, title, and signature of provider APP representative; and indication of AOTA APP approval status (recommend using APP logo, provider number, and statement, but can use APP # or logo and statement—AOTA will provide these after approval).

• The APP statement for courses that do not lead to certification: “the assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.”

• The APP statement for course that lead to a type of certification or recognition: “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.”

Section 4. Maintenance and Availability of Records

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 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 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.

Section 5. Disclosure

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 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. This information must be made available to the learners prior to the activity and may be conveyed through promotional materials, written handout, or an announcement prior to commencement of the training.

• Examples of situations requiring financial disclosure might include service as a paid or non-paid consultant or em-ployee; 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 might include personal or professional relationships that could 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 and submitted prior to approval. All speakers must be made aware of the policy.

• AOTA 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. Ad-ditionally, the provider must appropriately manage exhibits and advertising associated with PD courses.

Section 6. Copyright, Intellectual Property Rights, and Release of Information

Criteria: The provider has ownership or permission to use all materials used in conjunction with 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 permis-sion 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 me-dium.

Section 7. Needs Identification

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 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’ com-ments 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 identify-ing education needs for occupational therapy.

• 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 competently ap-plying 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.

Section 8. Program Planning and Instructional Personnel

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:

• Are competent in the subject matter.• Understand the activity purpose and learning outcomes. • Have knowledge and skill in the instructional methods and learning processes being used.• Have knowledge and skill in the delivery format (e.g., workshop, online course, self-study) being used.

• Qualifications and credentials of personnel involved in planning, developing, and implementing PD must be evi-dent in documentation maintained by the provider, such as résumés, 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 misrep-resentation; and defamatory or disparaging remarks about consumers or learners.

• It is a joint responsibility of the provider, 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 primary or secondary contact 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.

Section 9. Learning Environment and Support Systems

Criteria: Learning facilities, resource or reference materials, and instructional aids and equipment are consistent with the purpose, design, and intended learning outcomes of the 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 in-tended learning outcomes. The provider creates a fully accessible educational environment from which all learn-ers 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 (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.

Section 10. Publications

Criteria: All publications accurately reflect the 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 • Target Audience• Educational Level (introductory, intermediate, or advanced)• Prerequisites if applicable*• Learning Objectives/Outcomes• Course Description• Time ordered Agenda/Outline• Instructional Methods* • Cancellation Policies (learner and provider)• AOTA CEUs/Contact Hours • Registration Information, including Special Needs Requests• Course Completion Requirements* • AOTA APP logo and statement (indicate a placeholder until approved)* 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 cancelation by the provider, cancelation by the learner, and complaint resolution. Learners must have access to contact information for activity cancelation prior to registration. If the PD activity is a conference, the providers’ publications should list learning objectives/outcomes for the entire conference rather than for each session or workshop of the conference.

• Providers must ensure that publications accurately advertise any course prices, fees, and discounts.

Section 11. Relevance to Occupational Therapy

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 activities may focus on one of the following 3 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: Demonstrates 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: Delineates 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: Courses focused solely on preparatory methods and tasks such as exercise, manual therapies, or comple-mentary 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.

2. Professional Issues: Topics are acceptable for AOTA 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 organiza-

tion 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 pro-

fessional 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 enhance the profession and clinical practice of occupational therapy.• Supervision: Ensuring the safe and effective delivery of occupational therapy services and fostering profes-

sional 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, neu-

rosciences, kinesiology, biomechanics, human development, behavior, and social sciences needed for occupa-tional therapy service delivery.

• Sociocultural, Socioeconomic, Diversity Factors, and Lifestyle Choices: Understand the impact of socio-cultural, 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, philo-sophical 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 and Foundational Knowledge 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 incorpora-

tion 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 oc-

cupational therapy practice. This can be done as an activity within the course and/or by asking learners to identify how they will utilize the new knowledge and skills within their OT practice on the learner evaluation survey.

ReferencesAmerican Occupational Therapy Association. (2011). The philosophical base of occupational therapy. American Journal of Occupational Therapy, 65(Suppl.), S65. https://doi.org/10.5014/ajot.2011.65S65

American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 68(Suppl.1), S1–S48. https://doi.org/10.5014/ajot.2014.682006

Section 12. Evidence

Criteria: Where applicable, content included in PD activities is evidence informed and reflects best practice. All PD activities must be supported by the most current literature.

Guidelines • Evidence-informed practice is based on integrating critically appraised research results (e.g. CAPS, CATS, sys-

tematic reviews) with the practitioner’s clinical expertise, and the client’s preferences, beliefs, and values. To pro-mote 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.

• In order to award AOTA 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 be used to award AOTA CEUs.

• Occupational therapy is a science-driven profession that applies the most up-to-date research to service delivery.

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

Centre for Evidence-Based Medicine. (2016, May 1). OCEBM levels of evidence. 2011 Levels of Evidence. http://www.cebm.net/index.aspx?o=5653

Section 13. Learning Outcomes

Criteria: The provider has clear, specific, and measurable written statements of intended learning outcomes for each professional development activity, that are based on identified needs.

Guidelines • Learning outcomes are statements that specify what participants will know, be able to do, or be able to demon-

strate when they have completed a PD activity.• Learning outcomes specify an action by the student that must be observable, measurable, and demonstrable.• Learning outcomes provide the basis for providing periodic feedback, measuring progress, and conducting a final

assessment of learning.• Learning outcomes are realistic and appropriate in number for the planned activity (e.g., for conferences and

multi-topic events/activities, learning outcomes must be developed for each session). AOTA recommends assign-ing no more than 4 learning outcomes for each hour of educational time.

• Learning outcomes reflect the level of the PD activity. For example: A PD activity at the intermediate or advanced level should NOT have learning objectives that begin with the verb “understand.” At this level participants should be applying, analyzing, evaluating, and creating.

Section 14. Assessment of Learning Outcomes

Criteria: The provider uses assessment procedures established during activity planning to determine whether learners attained the learning outcomes. The assessment procedures are consistent with each activity’s instructional format and delivery format.

Guidelines • Assessment of learning outcomes refers to the specific process through which learners demonstrate the attain-

ment of learning outcomes. In every activity for which AOTA CEUs are awarded, the provider has the obligation to 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.

• In an activity in which individual practice competency is a goal, demonstration by each individual should be re-quired. The assignment of individual scores would be appropriate. A pass/fail designation would also be appropri-ate. 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 (using a 1–5 Likert scale) can be important, it should NOT be the only assessment procedure.

• Learners must be informed prior to the PD activity that learning outcomes will be assessed and how they will be assessed.

Section 15. Instructional Methods

Criteria: Instructional methods are congruent with the identified learning outcomes of each activity and are appropriate for the selected delivery format.

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., workshop, online course, self-study) should be appropriate for the given content and support the identified learning outcomes.

Section 16. Post Evaluation of PD Activity

Criteria: The provider evaluates each PD activity.

Guidelines • Activity evaluation 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:• Needs assessment• Instructional planning and execution• Selection and preparation of instructors• Program implementation• The extent to which learning outcomes were addressed and achieved

• Using only learner-reaction surveys (i.e., end-of-course evaluations that are not clearly based on the learning outcomes) will not yield the data needed for an adequate evaluation of learning experiences. Any surveys utilized as part of the activity evaluation should be designed to capture specific information that will allow the provider to make continuous improvement in its offerings.

• A “Summary Evaluation” is a compilation of the data collected at the end of a learning activity to determine its ef-fectiveness and worth. Evaluations involve quantifying the value and quality of a learning activity. A list of attend-ees’ comments without other information is not a summary evaluation. Summary evaluations should include an analysis of the evaluation data and suggested changes if needed.

• PD 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• How the learner intends to use the knowledge and skills gained

II: Application for Professional Development (PD) Activity ApprovalGuidelines• The PD Activity Approval Application verifies 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, and are evidence informed.

• Submitted evidence must provide examples of compliance with criteria. • All PD activities for which AOTA CEUs are assigned must be approved prior to delivery of the activity. • After approval, the provider may offer the PD activity on multiple occasions in the approved format(s) for

a period of 5 years. After 5 years the provider must discontinue the PD activity and re-apply for approval to demonstrate currency.

Section 1. Relevance to Occupational Therapy

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 PD activities may focus on one of the following 3 categories:

Occupational Therapy Service Delivery: The process of service delivery is occupation-based 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: Courses focused solely on preparatory methods and tasks such as exercise, manual therapies, or comple-mentary 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.

Professional Issues: Topics are acceptable for AOTA 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 organiza-tion to achieve desired outcomes in occupation-based 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 pro-fessional development, including experiential components of occupational therapy education programs.

• OT Research: Clinical and academic activities that (a) support scientific procedures and processes to gather data, and (b) 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 profes-sional competence and development.

• Contemporary Issues and Trends: Potential role of occupation in addressing societal issues.

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, neu-rosciences, kinesiology, biomechanics, human development, behavior, and social sciences needed for occupa-tional therapy service delivery.

• Sociocultural, Socioeconomic, Diversity Factors, and Lifestyle Choices: Understand the impact of socio-cultural, 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, philo-sophical 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 and Foundational Knowledge 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 incorpora-

tion 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 oc-

cupational therapy practice. This can be done as an activity within the course and/or by asking learners to identify how they will utilize the new knowledge and skills within their OT practice on the learner evaluation survey.

Section 2. Evidence

Criteria: Where applicable, content included in PD activities is evidence informed and reflects best practice. All PD activities must be supported by the most current literature.

Guidelines: • Evidence-informed practice is based on integrating critically appraised research (e.g. CAPS, CATS, systematic

reviews) results with the practitioner’s clinical expertise, and the client’s preferences, beliefs, and values. To pro-mote 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.

• In order to award AOTA 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 be awarded AOTA CEUs.• Occupational therapy is a science-driven profession that applies the most up-to-date research to service delivery.

Section 3. Learning Outcomes

Criteria: The provider has clear, specific, and measurable written statements of intended learning outcomes for each PD activity that are based on identified needs..Guidelines: • Learning outcomes are statements that specify what participants will know, be able to do, or be able to demon-

strate when they have completed a PD activity.• Learning outcomes specify an action by the student that is observable, measurable, and demonstrable.• Learning outcomes provide the basis for providing periodic feedback, measuring progress, and conducting a final

assessment of learning.• Learning outcomes are realistic and appropriate in number for the planned activity.• Learning outcomes should reflect the level of PD activity. For example, a PD activity at the intermediate or ad-

vanced level should NOT have learning objectives that begin with the verb “understand.” At this level participants should be applying, analyzing, evaluating, and creating

Section 4. Publications

Criteria: All publications must accurately reflect the 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 • Target Audience• Educational Level (introductory, intermediate, or advanced)• Prerequisites if applicable *• Learning Objectives • Course Description and Outline/Agenda • Instructional Methods *• Cancelation Policies (learner and provider)• AOTA CEUs/Contact Hours • Registration Information, including Special Needs Requests• Course Completion Requirements *• AOTA APP logo and statement (indicate a placeholder until approved)*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.

APPENDIX A

Definitions of Content 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: Course that occurs via the Internet, satellite broadcast, or telephone, in which

aninstructor is actively engaging the learner in a synchronous or asynchronous format.• Distance Learning—Independent: Course 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 thecourse itself.

• Blended/Hybrid: Course that combines 2 of the 3 Live and Distance Learning (DL) formats above (e.g., Live andDL—Interactive or DL—Independent; or DL—Interactive and DL—Independent).

APPENDIX B

AOTA OT Consultant AgreementThe OT consultant serves an important role in ensuring that professional development activities awarding AOTA CEUs are specifically relevant to occupational therapy practice as outlined in Criteria and Guidelines #11 and #12. If a professional development activity does not address the relevance of that content to occupational therapy, the activity must not be awarded AOTA CEUs.

The OT consultant agrees to perform the following tasks for any learning activity that is awarded AOTA CEUs: • Review PD activities in terms of their relevance to OT and evidence-based foundation, including course descrip-

tion, learning outcomes, target audience, educational level, in-depth course outline, and any additional informa-tion needed to determine if the course should be awarded AOTA CEUs.

• Ensure that each learning activity addresses OT relevance by using one or more of the following methods:• Require presenters to address relevance to OT within the presentation.• Ask learners to identify how they will utilize the new knowledge and skills within their OT practice on the learner

evaluation survey.• Incorporate discussion groups, case examples, homework, or similar structured activities that facilitate incorpo-

rating knowledge and skills into OT relevant practice.• Discuss or demonstrate the unique/specific contribution of occupational therapy.• Employ meaningful methods that facilitate reflection and integration of the material within the appropriate scope

of OT practice. • Be involved in planning and developing future courses that are targeted for OT practitioners.• Review course evaluations and tests from OT practitioners to determine if each course is meeting the needs of

OT learners, and provide recommendations for improvement to the provider.• Assist in needs assessment methods, implementation, and review of findings as they pertain to OT practitioners.

__________________________________________________________________________ Signature of Provider Representative

_________________________________________________________________________ Printed/Typed Name

_______________________________________________________________________________________ Title

__________________ Date

_______________________________________________________________________ Signature of OT Consultant

______________________________________________________________________________ Printed/Typed Name

_________________________________________________________________________________Title

__________________Date

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