Submission and Review Process

In July 2025, a web-based toolkit was made available to assist authors with the submission process. An open call for assessment and learning activities was placed via the Neuropt listserv; a letter to DPT Program Directors; and, the ANPT electronic newsletter. Social media posts appeared on the ANPT Instagram page, and announcements were posted in the APTA conference application for attendees of 2025 Education Leadership Conference and 2026 Combined Sections Meeting.

Submissions were sought that:

• promoted active learning and analytical thinking at the doctoral level;
• incorporated creative and evidence-based and/or best practice teaching strategies;
• prepared students to meet the ANPT 2023 Essential Competencies; and
• may be implemented freely, and across diverse institutions and curricular models. 

A committee of reviewers was appointed by the Academy and included: Melissa Allen, PT, DPT, PhD, Board Certified Clinical Specialist in Neurology;  Rebecca Bliss, PT, DPT, DHSc, Board Certified Clinical Specialist in Neurology;  Jody Feld, PT, DPT, PhD;  Timothy Hanke, PT, PhD; and Myles Quiben, PT, DPT, PhD, MS, FNAP, FAPTA, Board Certified Clinical Specialist in Geriatrics and Neurology. The call for submissions remained open through November 2025, with a general extension through March 2026 to increase the number of submissions. An audit of learning activities around this time identified gaps in activities aligned with several ANPT competencies, specifically within the domains of: Participation; Health Promotion and Wellness; Assistive Technology and Equipment; and Provider Health and Wellness. A second, targeted call for submissions addressing these competencies was subsequently issued, with a deadline of June 2026.  Each learning activity was reviewed by one committee member and a Compendium co-chair.  Overall, 106 activities were submitted, commonly returned to the author with suggestions for revisions.   The final version of the Compendium, v. 2026, contains 90 assessments and learning activities, covering all 7 Essential Competency domains.

Purpose and Suggested Use

The purpose of the Compendium is to provide examples of high-quality teaching and assessment strategies that have been developed and refined by the contributors. The mapping of activities to the Essential Competencies allows educators to identify resources that support specific competency areas within their curricula.  Some activities include detailed patient cases and/or grading rubrics, which can be difficult and time-consuming to write. These resources offer faculty at all levels of experience new ideas and innovative approaches to teaching, assessment, and content delivery. Each learning activity is categorized and listed as one of the following:

• linking clinical and foundational sciences
• examination/measurement
• diagnosis/prognosis
• plan of care/intervention
• management of care delivery
• patient management – exam and intervention

In addition, learning activity searches may be filtered using a variety of key terms, including Essential Competencies and health conditions. While some of the activities are health condition-specific, many can be adapted for a variety of populations.

Educators may freely adapt or adopt the learning activities.  When doing so, please include the statement: Reprinted [or adapted] with permission of the Academy of Neurologic Physical Therapy and the authors and acknowledge the original authors/contributors by name.

Future Directions

As illustrated by its third iteration, the Compendium is not a static compilation.  ANPT is committed to excellence in neurologic physical therapy education, and we expect that future efforts will reflect continued advances in clinical practice and pedagogical approaches.  

Megan Eikenberry, PT, DPT, EdD, Board Certified Clinical Specialist in Neurology
Sue Perry, PT, DPT, MS
Compendium v. 2026   Co-chairs