National Association of Prosthetic - Orthotic Educators (NAPOE)

Historical Perspectives

The National Association of Orthotic-Prosthetic Educators (NAPOE), originally had its roots with the combining of the Council on Orthotic and Prosthetic Education and the University Council on Prosthetic-Orthotic Education (COPE/UCOPE), in 1965. The COPE/UCOPE councils developed in the early 60's as formalized education programs in orthotics and prosthetics began to develop at the University of Southern California - Los Angeles, New York University Medical School and Northwestern University Medical School. The goal of the COPE/UCOPE group was to further the scientific and educational attainments of the profession, as well as bring unification to the content of the developing orthotic and prosthetic education programs.

With continued growth in the number of formalized orthotic and prosthetic education programs and advancing practitioner credentialing requirements, driven by the profession, the membership and complexities of the organization grew. Added to this was the development of formalized education programs and credentialing of orthotic and prosthetic laboratory technicians, and in 1985, the COPE/UCOPE group was restructured under its new name of NAPOE. Along with this, a formalized set of Bylaws governing the membership and purposes of the organization was established. The purposes of NAPOE are as follows:

  1. To promote quality education for the orthotic and prosthetic profession.
  2. To be responsive to the educational needs of the professional community.
  3. To provide a forum for the discussion of prosthetic and orthotic education.
  4. To act as a liaison between the prosthetic and orthotic education community and agencies, organizations and individuals concerned with orthotics and prosthetics.

Currently, members of NAPOE are comprised of the education directors from the nine NCOPE accredited programs and one non-voting representative from ABC, AAOP and AOPA. NAPOE's members are also involved in NCOPE by serving on various committees.

NAPOE's recent interest has been with the new primary orthotic and prosthetic education essentials developed by NCOPE. The new essentials are outcome oriented and performance based to meet the challenge of preparing a student for a clinical residency in orthotics and prosthetics.

As NAPOE looks ahead, it anticipates further changes from NCOPE on essentials for primary education and accreditation processes for institutions engaged in educating future orthotic and/or prosthetic practitioners.

NCOPE Accredited - NAPOE O&P Education Programs

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Copyright 1994 by the American Academy of Orthotists and Prosthetists