Chaudry A1, Karges J2, Adamson A3, Berg-Poppe P2
1Langston University, School of Physical Therapy, Oklahoma City, United States, 2University of South Dakota, Physical Therapy, Vermillion, South Dakota, United States, 3Langston University, University of South Dakota, Physical Therapy, Vermillion, South Dakota, United States
Background: Physiotherapy students (SPTs) first learn professionalism in didactic courses and subsequently apply this learning during clinical internships. In order for SPTs to demonstrate successful integration of professionalism to clinical faculty in professional clinical interactions, it was imperative for academic faculty at two doctor of physical therapy (DPT) programs to design and implement a mechanism capable of objectively assessing, providing feedback, and re-assessing SPT performance on pre-identified professionalism criteria in a structured format.
Purpose: To demonstrate a mechanism through which SPTs successfully learned to internalize and demonstrate professionalism during clinical internships and were assessed objectively by faculty, peers, and self to affirm SPT retention of such learning.
Methods: At both DPT programs, professionalism is threaded throughout the curriculum. However, specific strategies employed varied in some instances as detailed below. At one DPT program professionalism mechanism comprised four components:
1) upon admission, each SPT met with a faculty advisor who introduced SPT to concept of consistent objective self-assessment of professionalism using three tools namely, a self-assessment tool comprising ten generic abilities/professional behaviors like critical thinking, communication, problem solving, interpersonal skills, responsibility, professionalism, use of constructive feedback, effective use of time and resources, stress management, and commitment to learning; a self- assessment tool of seven professional core values like social responsibility, professional duty, excellence, compassion and caring, integrity, accountability, and altruism; and self-assessment of SPT goals on professional development plan
2) SPTs learned conceptually about professionalism in their behavioral science track courses.
3) Subsequently, during first clinical internship, SPTs completed a written case study report explaining how they integrated professional core values while working on a selected patient.
4) The final component was a formal presentation of above case study to peers and academic faculty following which SPTs were critiqued on their application of professional core values by faculty and peers. At second DPT program:
1) professionalism is taught during Semester 1. SPTs develop a professional mission statement, write a reflection on being professional, complete learning modules on professionalism, and complete self-assessments related to Professional Behaviors and Core Values (PBCVs).
2) During Semester 3, SPTs participate in a professionalism ceremony where they share their mission statement, and class speakers reflect on core values important to their class.
3) During academic advisement, SPTs reflect on PBCVs, and develop related growth objectives which are discussed/updated with their advisors.
4) SPTs complete formal assessments during Semester 5 and 7 with PBCVs.
5) During Semester 7, SPTs develop a Professional Development Plan that incorporates PBCVs.
Results: At both programs, 100% of the SPTs demonstrated progress on their Core Values self-assessments, moved from beginning to entry-level with Professional Behaviors self-assessments, and met their Professional Development Plan goals.
Conclusion(s): The professionalism activities threaded throughout the curriculum are an excellent mechanism to maximize successful student integration of professional core values and professional behaviors into clinical practice to prepare students to administer “BEST” clinical practice post-graduation.
Implications: Above teaching and learning professionalism mechanism has universal application and can be modified easily for use by any physiotherapy academic program across the globe.
Keywords: professionalism, core values, professional behaviors
Funding acknowledgements: None required
Purpose: To demonstrate a mechanism through which SPTs successfully learned to internalize and demonstrate professionalism during clinical internships and were assessed objectively by faculty, peers, and self to affirm SPT retention of such learning.
Methods: At both DPT programs, professionalism is threaded throughout the curriculum. However, specific strategies employed varied in some instances as detailed below. At one DPT program professionalism mechanism comprised four components:
1) upon admission, each SPT met with a faculty advisor who introduced SPT to concept of consistent objective self-assessment of professionalism using three tools namely, a self-assessment tool comprising ten generic abilities/professional behaviors like critical thinking, communication, problem solving, interpersonal skills, responsibility, professionalism, use of constructive feedback, effective use of time and resources, stress management, and commitment to learning; a self- assessment tool of seven professional core values like social responsibility, professional duty, excellence, compassion and caring, integrity, accountability, and altruism; and self-assessment of SPT goals on professional development plan
2) SPTs learned conceptually about professionalism in their behavioral science track courses.
3) Subsequently, during first clinical internship, SPTs completed a written case study report explaining how they integrated professional core values while working on a selected patient.
4) The final component was a formal presentation of above case study to peers and academic faculty following which SPTs were critiqued on their application of professional core values by faculty and peers. At second DPT program:
1) professionalism is taught during Semester 1. SPTs develop a professional mission statement, write a reflection on being professional, complete learning modules on professionalism, and complete self-assessments related to Professional Behaviors and Core Values (PBCVs).
2) During Semester 3, SPTs participate in a professionalism ceremony where they share their mission statement, and class speakers reflect on core values important to their class.
3) During academic advisement, SPTs reflect on PBCVs, and develop related growth objectives which are discussed/updated with their advisors.
4) SPTs complete formal assessments during Semester 5 and 7 with PBCVs.
5) During Semester 7, SPTs develop a Professional Development Plan that incorporates PBCVs.
Results: At both programs, 100% of the SPTs demonstrated progress on their Core Values self-assessments, moved from beginning to entry-level with Professional Behaviors self-assessments, and met their Professional Development Plan goals.
Conclusion(s): The professionalism activities threaded throughout the curriculum are an excellent mechanism to maximize successful student integration of professional core values and professional behaviors into clinical practice to prepare students to administer “BEST” clinical practice post-graduation.
Implications: Above teaching and learning professionalism mechanism has universal application and can be modified easily for use by any physiotherapy academic program across the globe.
Keywords: professionalism, core values, professional behaviors
Funding acknowledgements: None required
Topic: Education: clinical; Education: clinical; Education: methods of teaching & learning
Ethics approval required: No
Institution: Langston University; University of South Dakota
Ethics committee: None
Reason not required: Program Assessment does not need to be approved by IRB Committee
All authors, affiliations and abstracts have been published as submitted.
