APTA Learning Center

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DEI Certificate

  • Register
    • Non-Member - $749
    • PT Member - $399
    • PTA Member - $399
    • Student - $99
    • Post-Professional Student - $399
    • Staff - Free!

This six-part series is an extension from the previous DEI bundle released in 2021. It covers foundational topics related to diversity, equity, and inclusion (DEI). In these courses, participants will learn about bias, microaggressions, population health, the Americans with Disabilities Act, treating a gender diverse population, and improving diversity in the physical therapy profession. Participants will engage in self-reflection throughout the series to apply concepts to their clinical and personal lives with the goal of creating more inclusive and diverse environments. 

NOTE: All 6 parts must be completed in order to receive the DEI Certificate.

To view the learning objectives and speaker credentials for each course, please click on the links below:

DEI: Confronting Implicit Bias in Patient Care

DEI: Entry to Exit Experiences for People with Disabilities

DEI: Improving Population Health for Underserved Communities

DEI: From Idea to Action - Forging Powerful Strategic Partnerships for Advancing Diversity in the Physical Therapy Profession

DEI: Better Understanding, Better Care: Physical Therapy for Trans and Gender Diverse Patients

DEI: Microaggressions and Implicit Bias - Am I Doing That?

Roy Film

PT, DPT

Dr. Roy J. Film is an assistant professor and the Director for Residency and Fellowship Education at the University of Maryland School of Medicine (UMSOM) in the Department of Physical Therapy & Rehabilitation Science where he teaches in the areas of orthopaedics, persistent pain, and evidence-based practice. He serves as the Program Director for the UMSOM Fellowship in Orthopaedic Manual Physical Therapy as well as the Academic Director for the University of Maryland Orthopaedic Physical Therapy Residency. He is Board Certified in Orthopaedic Physical Therapy and a Fellow of the American Academy of Orthopaedic Manual Physical Therapists (AAOMPT).

Dr. Film is APTA Maryland’s Vice President and AAOMPT’s National Secretary. He serves as a member of the World Health Organization’s Peer Review Group for Musculoskeletal Conditions, a group of 50 recognized experts in physical rehabilitation who develop international recommendations for global implementation related to Low Back Pain, Osteoarthritis, Rheumatoid Arthritis, and Fracture Management. He is the former taskforce leader for nonpharmacological pain management for US Army MEDCOM’s National Opioid Crisis Community Summit. He is currently a part-time PhD student in Epidemiology at the University of Maryland Baltimore where he studies nonpharmacological pain management approaches to combat the global opioid crisis.

Jeremy Buzzell

Branch Manager, National Park Service

Jeremy Buzzell has been working in the disability field for more than two decades.  He began his career as a special education teacher and disability program coordinator for schools and non-profits, then entered Federal service as a Presidential Management Fellow with the Office of Special Education and Rehabilitative Services at the U.S. Department of Education.   Jeremy spent eight years at the U.S. Department of Education working on programs to support education, employment, and community living for individuals with disabilities.  He also was honored to spend a year-and-a-half working on disability legislation for the late Senator Edward Kennedy.  Jeremy then moved to the Transportation Security Administration as the manager of Disability Policy and Outreach responsible for ensuring that airport security was accessible to travelers with disabilities.  He worked for the Chief of Support Operations at the Library of Congress prior to joining the National Park Service to oversee its accessibility efforts in 2014.

Dawn Magnusson

PT, PhD

Dawn Magnusson, PT, PhD is an Assistant Professor in the Physical Therapy Program at the University of Colorado Anschutz Medical Campus. She received a PhD in Population Health Sciences, a certificate in Global Health, and an MS in Physical Therapy from the University of Wisconsin – Madison. She completed a two-year postdoctoral fellowship in General Academic Pediatrics, with a focus on health disparities research, through the Department of Pediatrics at the Johns Hopkins School of Medicine. Dr. Magnusson’s research employs emancipatory research methods within a population health framework to a) describe the distribution of health outcomes within a population, b) understand the contribution and interconnectedness of multiple determinants of health within a population, and c) inform the development of innovative, community-led solutions that advance health equity for historically excluded populations.

Dr. Brianna Durand

PT, DPT

After earning her Doctor of Physical Therapy at Texas Woman’s University in Houston, TX & her Bachelor’s of Athletic Medicine at University of Texas San Antonio, Dr. Durand moved to Seattle, WA. In 2019, she founded Empower Physiotherapy to provide much-needed affirming care to the LGBTQIA2S+ community with her training in orthopedics & pelvic floor physical therapy. Since then, Dr. Durand has become an international educator to other healthcare providers, sharing her expertise in caring for gender & sexual minorities, especially people those undergoing hormonal & surgical transition. 

Noma Anderson

PhD

Dr. Noma Anderson is Dean of the College of Nursing and Health Sciences at the University of Vermont.  She is a speech-language pathologist with areas of expertise in multicultural aspects of communication sciences and disorders, health and educational disparities, language acquisition, and microaggressions.  She has served ASHA as President and Vice President for Academic Affairs and has been Deputy Director of the National Black Association for Speech-Language and Hearing. She is a Fellow and recipient of Association Honors from ASHA. 

Her degrees are from Hampton Institute (B.A.), Emerson College (M.S.), and University of Pittsburgh (PhD).

Deidra Debnam Charity

PT, DPT

Deidra is an Assistant Professor at the University of North Carolina at Chapel Hill where she is engaged in clinical practice and academic instruction for UNC’s Division of Physical Therapy. She is a residency trained Board-Certified Clinical Specialist in Sports Physical Therapy and a Certified Strength and Conditioning Specialist. She has a passion for sports rehabilitation, injury prevention, professional development, and improving diversity within the profession. She is a member of the American Academy of Sports Physical Therapy and the Academy of Orthopaedic Physical Therapy. She graduated from the University of North Carolina at Chapel Hill with a Bachelor of Arts degree in Exercise and Sport Science and returned to UNC and earned her Doctor of Physical Therapy degree. She is actively involved with APTA North Carolina where she serves as Vice-Chair of the Diversity, Equity, and Inclusion (DEI) committee and is a delegate to the House of Delegates. In North Carolina, she has led statewide efforts to increase student exposure to the field of physical therapy. 

Paris Andrew

PhD

Paris is the Director of Diversity, Equity, and Inclusion (DEI) for the North Carolina Health Education Center (NC AHEC). In this role, Dr. Andrew leads statewide DEI initiatives and oversees efforts to recruit, train, and retain individuals from rural and low-income communities and from racially and ethnically diverse backgrounds traditionally underrepresented in health professions programs and the health career workforce. Building upon a scholarly background in Exercise Physiology, Educational Leadership and Cultural Foundations, Dr. Andrew is a multi-industry Justice, Equity, Diversity, and Inclusion (JEDI) Strategist, with expertise ranging from leading DEI councils, liaising equity audits, and Project Directing multi-million-dollar federal grants. One of which being the Health Resources and Services Administration (HRSA) AHEC Scholars grant within the U.S. Department of Health and Human Services. A hallmark of Dr. Andrew’s leadership is her ability to focus not solely on access to - but inclusion, and meaningful sustained engagement - once in educational enrichment programs and the workforce. Prior to joining NC AHEC, Dr. Andrew was Director of Partnerships and Engagement for Duke University’s Talent Identification Program.  

Course Instructions

  1. Click on the Contents tab to watch the course recordings.
  2. After each course, you will need to complete a post-course assessment. Click the Take Quiz button to complete the assessment. Learners will have 3 attempts to pass each assessment and must answer at least 70% of questions correctly.
  3. Click Fill Out Survey under the Evaluation listing to provide valuable course feedback. Scroll down on all questions as there may be answer options that expand past the size of the window.
  4. Click the View/Print Your Certificate button under the Certificate listing. You can view/print your certificate at any time by visiting the APTA Learning Center and clicking the CEU Certificate/Transcript link on the left-hand side of the page. 

Need Assistance?

For assistance logging in, accessing activities, claiming credit, or for other questions or concerns, please e-mail learningcenter@apta.org. 

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Courses - Videos and Assessments
Course 1: Confronting Implicit Bias in Patient Care
Open to view video.
Open to view video. Implicit associations are subconscious connections made between mental representations of objects and concepts in one’s memory. All conscious human brains make these associations. We form these associations as a result of our experiences, including our background and our exposure to mass media. These associations may foster positive, negative, or ambivalent feelings towards other individuals based on their outward characteristics, but they do not necessarily result in biased behavior. Importantly, health professionals who are unaware of their biases may unintentionally cause harm to their patients via differences in the delivery of the care they provide. It is important for health professionals to recognize and confront any biases they may have that could become a barrier to providing optimal patient care. Patients commonly discussed in the literature as being the victims of clinicians’ implicit biases are those with Substance Use Disorder (SUD) or from historically-marginalized racial groups. Confronting one’s implicit biases may afford clinicians an avenue through which to mitigate the negative impact of their biases. This is challenging, however, as traditional discussions of bias in a classroom setting are often intimidating to participants due to fear of judgment. This course will provide an opportunity for participants to address the implicit biases they may have regarding patients with SUD or from historically-marginalized racial groups. Ultimately, this course is designed to allow clinicians to privately reflect upon and acknowledge their implicit biases, with the hope of starting them down the path of conscious, meaningful change to providing more equitable care. Learning Objectives: - Differentiate implicit bias from implicit associations within a personal and clinical context - Acknowledge that racial and clinical biases may be operating in the clinical setting - Recognize the impact of stigma on the care of patients with Opioid Use Disorder - Select appropriate tools to screen patients for substance use disorders and for postsurgical pain risk
Course 1 Assessment
10 Questions  |  3 attempts  |  7/10 points to pass
10 Questions  |  3 attempts  |  7/10 points to pass Please complete the post-course assessment with a score of 70% or better. You have 3 attempts to obtain a passing score.
Course 2: Entry to Exit Experiences for People with Disabilities
Open to view video.
Open to view video. The process for ensuring that the needs of customers and clients with disabilities are met begins before they make their first contact with your organization – and carries through until they leave. From how to create awareness of your organization, to how people with disabilities get there, to how accessibility is ensured at every step of the way, takes not just great planning, but sustained effort. This course will share the tips and tricks used by some Federal agencies that serve millions of people with disabilities annual to ensure that experiences are accessible from entry to exit for a wide range of disabilities. Learning Objectives: - Identify the components of an “entry to exit” experience - Understand the barriers to look for based on different disabilities - Learn tools and resources for barrier mitigation
Course 2 Assessment
11 Questions  |  3 attempts  |  7/11 points to pass
11 Questions  |  3 attempts  |  7/11 points to pass Please complete the post-course assessment with a score of 70% or better. You have 3 attempts to obtain a passing score.
Course 3: Improving Population Health for Underserved Communities
Open to view video.
Open to view video. Health and illness are shaped by social conditions and the structural forces that shape these conditions. As a result, historically excluded and underserved communities disproportionately carry the burden of many acute and chronic conditions. Population health represents an approach to 1) understanding systematic disparities in health outcomes and the inter-related factors that shape health over time and 2) leveraging this information to inform interventions, programs, and policies. To be successful, this approach must acknowledge social inequities, elevate community voices, and produce actionable knowledge. The purpose of this webinar is to describe a population-based approach, grounded in emancipatory research, to improving the health of historically excluded and underserved communities. Learning Objectives: - Differentiate individual, social, and structural determinants of health - Describe structural medicine and examine the role of PTs in identifying and addressing social needs - Summarize the principles underlying emancipatory research - Define population health and consider the use of population-based approaches in eliminating health disparities
Course 3 Assessment
10 Questions  |  3 attempts  |  8/12 points to pass
10 Questions  |  3 attempts  |  8/12 points to pass Please complete the post-course assessment with a score of 70% or better. You have 3 attempts to obtain a passing score.
Course 4: Better Understanding, Better Care: Physical Therapy for Trans and Gender Diverse Patients
Open to view video.
Open to view video. Are you seeing more transgender patients in your practice (or students in your schools) and wish you had a self-paced crash-course to learn more about how to properly interact with and care for them? Well, considering that the number of Americans in the LGBTQ+ community has doubled in the last decade means that should come as no surprise. So, hold on to your hats, folks! This 90 min lecture is jam-packed with information you didn't know you needed and clinical pearls that you can take back to work with you tomorrow to advance your quality of care. Regardless of your setting or specialty, the insight provided in this presentation can help you provide life-saving affirming care. Learning Objectives: 1. Expand awareness of & comfort with the terminology relating to the LGBTQ+ community 2. Clarify the nuances of sex & gender, including intersex variations 3. Become familiar with gender & surgical interventions to address gender dysphoria 4. Increase comfort with providing holistic care
Course 4 Assessment
10 Questions  |  3 attempts  |  7/10 points to pass
10 Questions  |  3 attempts  |  7/10 points to pass Please complete the post-course assessment with a score of 70% or better. You have three attempts to obtain a passing score.
Course 5: Microaggressions and Implicit Bias - Am I Doing That?
Open to view video.
Open to view video. This presentation explores microaggressions and implicit bias of race/ethnicity, privilege, power and ableism that occur in education, academe, the workplace, and in clinical practice. Descriptions and examples of the types of microaggressions are provided. The perspective of targets, or microaggressees; perpetrators, or microaggressors; bystanders; and, allies is presented. Strategies for eliminating microaggressions and implicit bias are provided that pertain to microaggressees, microaggressor, bystanders and allies. Learning Objectives: - Describe microaggressions and the types of microaggressions. - Explain the impact of implicit bias and microaggressions on targets. - Formulate a plan to eliminate microaggressions .
Course 5 Assessment
10 Questions  |  3 attempts  |  7/10 points to pass
10 Questions  |  3 attempts  |  7/10 points to pass Please complete the post-course assessment with a score of 70% or better. You have 3 attempts to obtain a passing score.
Course 6: From Idea to Action - Forging Powerful Strategic Partnerships for Advancing Diversity in the Physical Therapy Profession
Open to view video.
Open to view video. The American Physical Therapy Association (APTA) and APTA North Carolina are committed to advancing diversity in the physical therapy profession. In doing so, a strategic partnership with NC Area Health Education Centers (NC AHEC) was formed to help advance student outreach across the state, increasing knowledge about the profession of physical therapy and the steps to become a physical therapist or physical therapist assistant. In the inaugural year of this partnership, the NC Health Careers Liaison team shared information about physical therapy to over 350 students. In this presentation, participants will learn about both organizations’ commitment to diversity, early challenges faced during the partnership, strategies to overcome barriers to outreach, and future considerations. Most importantly, participants will learn how they can recruit and influence the future generation of physical therapists so that the profession better reflects the communities it serves. Learning Objectives: - Recognize the impact of a diverse healthcare workforce and the shared commitment that APTA NC and NC AHEC have to advance diversity in healthcare. - Learn the stages and life cycle of how to establish standards for partnerships from conception, action, and review of outcomes/metrics of success. - Implement strategies for establishing educational and engaging student outreach activities. - Identify areas of progress, ongoing challenges, and opportunities for collaboration to foster pathways to physical therapy programs and the workforce.
Course 6 Assessment
10 Questions  |  3 attempts  |  7/10 points to pass
10 Questions  |  3 attempts  |  7/10 points to pass Please complete the post-course assessment with a score of 70% or better. You have three attempts to obtain a passing score.
Course Evaluation
Evaluation
12 Questions
12 Questions Your comments are important to us! Submit your feedback about the course through this evaluation.
CEUs and Certificate
CEU Certificate
Up to 1.00 contact hours available  |  Certificate available
Up to 1.00 contact hours available  |  Certificate available Please download and save certificate for future use.