Re: Credentialing changes and exam revisions
Rick Sevier
Description
Collection
Title:
Re: Credentialing changes and exam revisions
Creator:
Rick Sevier
Date:
3/9/2010
Text:
We (the Pedorthic Educator's community) had this same concern a few of years
ago when ABC merged with BCP to certify Pedorthists. Our exam scores went
into the dumper for no apparent reason. The tide turned when ABC invited us
(me as their then current representative) to come talk to their item writers
about what and how we teach. Now, our school has a 91% pass rate, up from
36% right after the hand off. My point here is that if the credentialing
agency is going to take the time, expense and effort to do a PATF (gathering
data), then we as educators need to stop being so proud and utilize that
data in every way we can to guarantee student success. We also need to
insist on having an open line of communication with the credentialing body.
I am constantly communicating with the leadership of both credentialing
bodies with the goal of providing them feedback and continually using their
guidance in programmatic changes and tweaks.
As far as the terms registered vs certified go, CMS DMEPOS Standards
Final October 2008 states: Professional personnel shall be licensed,
certified, or registered and function within their scope of practice as
required by the State standards under which the professional is licensed,
certified or registered. Registered implies acknowledgement, a number, you
exist. My dog and gun has a registration number, but there is no
accountability as to whether either one works or does its job. Certification
implies achievement of competency, and sustaining that competency through
continuing education activities. Licensure implies not only competency, but
oversight and accountability by a small group of peers. Thus, in my lowly
opinion, this is why I think ABC stepped it up a notch.
So, as my Grandfather always said, If the tail is waggin the dog, then turn
the dog around. Use that data at hand, have a dynamic curriculum that is
modular in design to accommodate changes quickly and above all else,
communicate with the certification bodies on a regular basis.
Rick E. Sevier BS Ed.
BOC Orthotist C. Ped. BOC Ped. L. Ped RPOA
ProLearn
www.pro-learn.com
(918) 266-3678
-----Original Message-----
From: Orthotics and Prosthetics List [mailto:<Email Address Redacted>] On
Behalf Of Hewey, Bernard
Sent: Tuesday, March 09, 2010 8:49 AM
To: <Email Address Redacted>
Subject: [OANDP-L] Credentialing changes and exam revisions
It was with a mixture of surprise and consternation that I happened across
the announcement on the ABC web site concerning the title change for
credentialed technicians and the pending changes to the Technician Exam. Two
questions immediately came to the fore.
While the title Certified may engender some personal cachet, does it have
any tangible benefits in the workplace? Will employers remunerate their
technical staff commensurate with the skill set that the title implies?
Also, the implication that the Certified technician will need to possess an
expanded skill set has far-reaching consequences for the educational system
charged with both training and preparing the future O&P technical workforce.
This segues perfectly into the next concern.
The article alludes to substantial changes to the content and assessment
areas of the technician exam. The most recent technician practice analysis
reveals several changes to what was the traditional role of the technician.
Current technician standards do not reflect these changes. These findings
certainly suggest that the preparation and training of future technicians
should incorporate the conclusions of the PATF in the revision and
development of supporting curricula. Only after practice standards are
identified and established can educational curricula be developed to
accurately align with these standards. Once these elements are in place the
exam, serving as an assessment tool, should be developed. The baseline
skill level of the aspiring technician, whether coming from an educational
program or an experiential environment, can then be more accurately gauged.
Developing an assessment instrument in a vacuum without significant
contribution from the educational community and practice owners and then
expecting educational institutions to essentially guess at what the exam
committee deems relevant is counterproductive and not in the best interests
of all stakeholders. While I applaud the technician exam team for realizing
the importance of a relevant assessment tool that reflects current industry
trends and practices, I feel that this is a case of the tail wagging the
dog.
Bernard Hewey, Instructor
Orthotics-Prosthetics Technician Program
Spokane Falls Community College
3410 W. Fort George Wright Drive MS 3190
Spokane, WA 99224-5288
Phone (509) 533-3733
Fax (509) 533-4143
<Email Address Redacted> <mailto:<Email Address Redacted>>
ago when ABC merged with BCP to certify Pedorthists. Our exam scores went
into the dumper for no apparent reason. The tide turned when ABC invited us
(me as their then current representative) to come talk to their item writers
about what and how we teach. Now, our school has a 91% pass rate, up from
36% right after the hand off. My point here is that if the credentialing
agency is going to take the time, expense and effort to do a PATF (gathering
data), then we as educators need to stop being so proud and utilize that
data in every way we can to guarantee student success. We also need to
insist on having an open line of communication with the credentialing body.
I am constantly communicating with the leadership of both credentialing
bodies with the goal of providing them feedback and continually using their
guidance in programmatic changes and tweaks.
As far as the terms registered vs certified go, CMS DMEPOS Standards
Final October 2008 states: Professional personnel shall be licensed,
certified, or registered and function within their scope of practice as
required by the State standards under which the professional is licensed,
certified or registered. Registered implies acknowledgement, a number, you
exist. My dog and gun has a registration number, but there is no
accountability as to whether either one works or does its job. Certification
implies achievement of competency, and sustaining that competency through
continuing education activities. Licensure implies not only competency, but
oversight and accountability by a small group of peers. Thus, in my lowly
opinion, this is why I think ABC stepped it up a notch.
So, as my Grandfather always said, If the tail is waggin the dog, then turn
the dog around. Use that data at hand, have a dynamic curriculum that is
modular in design to accommodate changes quickly and above all else,
communicate with the certification bodies on a regular basis.
Rick E. Sevier BS Ed.
BOC Orthotist C. Ped. BOC Ped. L. Ped RPOA
ProLearn
www.pro-learn.com
(918) 266-3678
-----Original Message-----
From: Orthotics and Prosthetics List [mailto:<Email Address Redacted>] On
Behalf Of Hewey, Bernard
Sent: Tuesday, March 09, 2010 8:49 AM
To: <Email Address Redacted>
Subject: [OANDP-L] Credentialing changes and exam revisions
It was with a mixture of surprise and consternation that I happened across
the announcement on the ABC web site concerning the title change for
credentialed technicians and the pending changes to the Technician Exam. Two
questions immediately came to the fore.
While the title Certified may engender some personal cachet, does it have
any tangible benefits in the workplace? Will employers remunerate their
technical staff commensurate with the skill set that the title implies?
Also, the implication that the Certified technician will need to possess an
expanded skill set has far-reaching consequences for the educational system
charged with both training and preparing the future O&P technical workforce.
This segues perfectly into the next concern.
The article alludes to substantial changes to the content and assessment
areas of the technician exam. The most recent technician practice analysis
reveals several changes to what was the traditional role of the technician.
Current technician standards do not reflect these changes. These findings
certainly suggest that the preparation and training of future technicians
should incorporate the conclusions of the PATF in the revision and
development of supporting curricula. Only after practice standards are
identified and established can educational curricula be developed to
accurately align with these standards. Once these elements are in place the
exam, serving as an assessment tool, should be developed. The baseline
skill level of the aspiring technician, whether coming from an educational
program or an experiential environment, can then be more accurately gauged.
Developing an assessment instrument in a vacuum without significant
contribution from the educational community and practice owners and then
expecting educational institutions to essentially guess at what the exam
committee deems relevant is counterproductive and not in the best interests
of all stakeholders. While I applaud the technician exam team for realizing
the importance of a relevant assessment tool that reflects current industry
trends and practices, I feel that this is a case of the tail wagging the
dog.
Bernard Hewey, Instructor
Orthotics-Prosthetics Technician Program
Spokane Falls Community College
3410 W. Fort George Wright Drive MS 3190
Spokane, WA 99224-5288
Phone (509) 533-3733
Fax (509) 533-4143
<Email Address Redacted> <mailto:<Email Address Redacted>>
Citation
Rick Sevier, “Re: Credentialing changes and exam revisions,” Digital Resource Foundation for Orthotics and Prosthetics, accessed November 25, 2024, https://library.drfop.org/items/show/231242.
