Professional Behaviors for the 21st Century

2009-2010

Definitions of Behavioral Criteria Levels

Beginning Level – behaviors consistent with a learner in the beginning of the professional phase of physical
therapy education and before the first significant internship

Intermediate Level – behaviors consistent with a learner after the first significant internship

Entry Level – behaviors consistent with a learner who has completed all didactic work and is able to
independently manage a caseload with consultation as needed from clinical instructors, co-workers and other
health care professionals

Post-Entry Level – behaviors consistent with an autonomous practitioner beyond entry level

Background Information

In 1991 the faculty of the University of Wisconsin-Madison, Physical Therapy Educational Program identified the
original Physical Therapy - Specific Generic Abilities. Since that time these abilities have been used by academic
programs to facilitate the development, measurement and assessment of professional behaviors of students
during both the didactic and clinical phases of the programs of study.

Since the initial study was conducted, the profession of Physical Therapy and the curricula of the educational
programs have undergone significant changes that mirror the changes in healthcare and the academy. These
changes include managed care, expansion in the scope of physical therapist practice, increased patient direct
access to physical therapists, evidenced-based practice, clinical specialization in physical therapy and the
American Physical Therapy Association’s Vision 2020 supporting doctors of physical therapy.

Today’s physical therapy practitioner functions on a more autonomous level in the delivery of patient care which
places a higher demand for professional development on the new graduates of the physical therapy educational
programs. Most recently (2008-2009), the research team of Warren May, PT, MPH, Laurie Kontney PT, DPT, MS
and Z. Annette Iglarsh, PT, PhD, MBA completed a research project that built on the work of other researchers to
analyze the PT-Specific Generic Abilities in relation to the changing landscape of physical therapist practice and
in relation to generational differences of the “Millennial” or “Y” Generation (born 1980-2000). These are the
graduates of the classes of 2004 and beyond who will shape clinical practice in the 21 st century.

The research project was twofold and consisted of 1) a research survey which identified and rank ordered
professional behaviors expected of the newly licensed physical therapist upon employment (2008); and 2) 10
small work groups that took the 10 identified behaviors (statistically determined) and wrote/revised behavior
definitions, behavioral criteria and placement within developmental levels (Beginning, Intermediate, Entry Level
and Post Entry Level) (2009). Interestingly the 10 statistically significant behaviors identified were identical to the
original 10 Generic Abilities, however, the rank orders of the behaviors changed. Participants in the research
survey included Center Coordinators of Clinical Education (CCCE’s) and Clinical Instructors (CI’s) from all regions
of the United States. Participants in the small work groups included Directors of Clinical Education (DCE’s),
Academic Faculty, CCCE’s and CI’s from all regions of the United States.

This resulting document, Professional Behaviors, is the culmination of this research project. The definitions of
each professional behavior have been revised along with the behavioral criteria for each developmental level.
The ‘developing level’ was changed to the ‘intermediate level’ and the title of the document has been changed
from Generic Abilities to Professional Behaviors. The title of this important document was changed to
differentiate it from the original Generic Abilities and to better reflect the intent of assessing professional behaviors
deemed critical for professional growth and development in physical therapy education and practice.

Preamble

In addition to a core of cognitive knowledge and psychomotor skills, it has been recognized by educators and
practicing professionals that a repertoire of behaviors is required for success in any given profession (Alverno
College Faculty, Assessment at Alverno, 1979). The identified repertoire of behaviors that constitute professional
behavior reflect the values of any given profession and, at the same time, cross disciplinary lines (May et. al.,

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1991). Visualizing cognitive knowledge, psychomotor skills and a repertoire of behaviors as the legs of a three-
legged stool serves to emphasize the importance of each. Remove one leg and the stool loses its stability and
makes it very difficult to support professional growth, development, and ultimately, professional success. (May et.
al., Opportunity Favors the Prepared: A Guide to Facilitating the Development of Professional Behavior, 2002)

The intent of the Professional Behaviors Assessment Tool is to identify and describe the repertoire of
professional behaviors deemed necessary for success in the practice of physical therapy. This Professional
Behaviors Assessment Tool is intended to represent and be applied to student growth and development in the
classroom and the clinic. It also contains behavioral criteria for the practicing clinician. Each Professional
Behavior is defined and then broken down into developmental levels with each level containing behavioral criteria
that describe behaviors that represent possession of the Professional Behavior they represent. Each
developmental level builds on the previous level such that the tool represents growth over time in physical therapy
education and practice.

It is critical that students, academic and clinical faculty utilize the Professional Behaviors Assessment Tool in
the context of physical therapy and not life experiences. For example, a learner may possess strong
communication skills in the context of student life and work situations, however, may be in the process of
developing their physical therapy communication skills, those necessary to be successful as a professional in a
greater health care context. One does not necessarily translate to the other, and thus must be used in the
appropriate context to be effective.

Opportunities to reflect on each Professional Behavior through self-assessment, and through peer and instructor
assessment is critical for progress toward entry level performance in the classroom and clinic. A learner does not
need to possess each behavioral criteria identified at each level within the tool, however, should demonstrate, and
be able to provide examples of the majority in order to move from one level to the next. Likewise, the behavioral
criteria are examples of behaviors one might demonstrate, however are not exhaustive. Academic and clinical
facilities may decide to add or delete behavioral criteria based on the needs of their specific setting. Formal
opportunities to reflect and discuss with an academic and/or clinical instructor is key to the tool’s use, and
ultimately professional growth of the learner. The Professional Behaviors Assessment Tool allows the learner
to build and strengthen their third leg with skills in the affective domain to augment the cognitive and psychomotor
domains.

Professional Behaviors

1. Critical Thinking - The ability to question logically; identify, generate and evaluate elements of logical
argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions; and
distinguish relevant from irrelevant information. The ability to appropriately utilize, analyze, and critically
evaluate scientific evidence to develop a logical argument, and to identify and determine the impact of bias on
the decision making process.

Beginning Level:
 Raises relevant questions
 Considers all available information
 Articulates ideas
 Understands the scientific method
 States the results of scientific literature but has not developed the consistent ability to critically appraise
findings (i.e. methodology and conclusion)
 Recognizes holes in knowledge base
 Demonstrates acceptance of limited knowledge and experience

Intermediate Level:
 Feels challenged to examine ideas
 Critically analyzes the literature and applies it to patient management
 Utilizes didactic knowledge, research evidence, and clinical experience to formulate new ideas
 Seeks alternative ideas
 Formulates alternative hypotheses
 Critiques hypotheses and ideas at a level consistent with knowledge base
 Acknowledges presence of contradictions

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 Entry Level:
 Distinguishes relevant from irrelevant patient data
 Readily formulates and critiques alternative hypotheses and ideas
 Infers applicability of information across populations
 Exhibits openness to contradictory ideas
 Identifies appropriate measures and determines effectiveness of applied solutions efficiently
 Justifies solutions selected

Post-Entry Level:
 Develops new knowledge through research, professional writing and/or professional presentations
 Thoroughly critiques hypotheses and ideas often crossing disciplines in thought process
 Weighs information value based on source and level of evidence
 Identifies complex patterns of associations
 Distinguishes when to think intuitively vs. analytically
 Recognizes own biases and suspends judgmental thinking
 Challenges others to think critically

2. Communication - The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing, and
listening) for varied audiences and purposes.

Beginning Level:
 Demonstrates understanding of the English language (verbal and written): uses correct grammar,
accurate spelling and expression, legible handwriting
 Recognizes impact of non-verbal communication in self and others
 Recognizes the verbal and non-verbal characteristics that portray confidence
 Utilizes electronic communication appropriately

Intermediate Level:
 Utilizes and modifies communication (verbal, non-verbal, written and electronic) to meet the needs of
different audiences
 Restates, reflects and clarifies message(s)
 Communicates collaboratively with both individuals and groups
 Collects necessary information from all pertinent individuals in the patient/client management process
 Provides effective education (verbal, non-verbal, written and electronic)

Entry Level:
 Demonstrates the ability to maintain appropriate control of the communication exchange with
individuals and groups
 Presents persuasive and explanatory verbal, written or electronic messages with logical organization
and sequencing
 Maintains open and constructive communication
 Utilizes communication technology effectively and efficiently

Post Entry Level:

 Adapts messages to address needs, expectations, and prior knowledge of the audience to maximize
learning
 Effectively delivers messages capable of influencing patients, the community and society
 Provides education locally, regionally and/or nationally
 Mediates conflict

3. Problem Solving – The ability to recognize and define problems, analyze data, develop and implement
solutions, and evaluate outcomes.

Beginning Level:
 Recognizes problems
 States problems clearly
 Describes known solutions to problems
 Identifies resources needed to develop solutions
 Uses technology to search for and locate resources

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  Identifies possible solutions and probable outcomes

Intermediate Level:
 Prioritizes problems
 Identifies contributors to problems
 Consults with others to clarify problems
 Appropriately seeks input or guidance
 Prioritizes resources (analysis and critique of resources)
 Considers consequences of possible solutions

Entry Level:
 Independently locates, prioritizes and uses resources to solve problems
 Accepts responsibility for implementing solutions
 Implements solutions
 Reassesses solutions
 Evaluates outcomes
 Modifies solutions based on the outcome and current evidence
 Evaluates generalizability of current evidence to a particular problem

Post Entry Level:

 Weighs advantages and disadvantages of a solution to a problem
 Participates in outcome studies
 Participates in formal quality assessment in work environment
 Seeks solutions to community health-related problems
 Considers second and third order effects of solutions chosen

4. Interpersonal Skills – The ability to interact effectively with patients, families, colleagues, other health care
professionals, and the community in a culturally aware manner.

Beginning Level:
 Maintains professional demeanor in all interactions
 Demonstrates interest in patients as individuals
 Communicates with others in a respectful and confident manner
 Respects differences in personality, lifestyle and learning styles during interactions with all persons
 Maintains confidentiality in all interactions
 Recognizes the emotions and bias that one brings to all professional interactions

Intermediate Level:
 Recognizes the non-verbal communication and emotions that others bring to professional interactions
 Establishes trust
 Seeks to gain input from others
 Respects role of others
 Accommodates differences in learning styles as appropriate

Entry Level:
 Demonstrates active listening skills and reflects back to original concern to determine course of action
 Responds effectively to unexpected situations
 Demonstrates ability to build partnerships
 Applies conflict management strategies when dealing with challenging interactions
 Recognizes the impact of non-verbal communication and emotional responses during interactions
and modifies own behaviors based on them

Post Entry Level:

 Establishes mentor relationships
 Recognizes the impact that non-verbal communication and the emotions of self and others have
during interactions and demonstrates the ability to modify the behaviors of self and others during the
interaction

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5. Responsibility – The ability to be accountable for the outcomes of personal and professional actions and to
follow through on commitments that encompass the profession within the scope of work, community and
social responsibilities.

Beginning Level:
 Demonstrates punctuality
 Provides a safe and secure environment for patients
 Assumes responsibility for actions
 Follows through on commitments
 Articulates limitations and readiness to learn
 Abides by all policies of academic program and clinical facility

Intermediate Level:
 Displays awareness of and sensitivity to diverse populations
 Completes projects without prompting
 Delegates tasks as needed
 Collaborates with team members, patients and families
 Provides evidence-based patient care

Entry Level:
 Educates patients as consumers of health care services
 Encourages patient accountability
 Directs patients to other health care professionals as needed
 Acts as a patient advocate
 Promotes evidence-based practice in health care settings
 Accepts responsibility for implementing solutions
 Demonstrates accountability for all decisions and behaviors in academic and clinical settings

Post Entry Level:

 Recognizes role as a leader
 Encourages and displays leadership
 Facilitates program development and modification
 Promotes clinical training for students and coworkers
 Monitors and adapts to changes in the health care system
 Promotes service to the community

6. Professionalism – The ability to exhibit appropriate professional conduct and to represent the profession
effectively while promoting the growth/development of the Physical Therapy profession.

Beginning Level:
 Abides by all aspects of the academic program honor code and the APTA Code of Ethics
 Demonstrates awareness of state licensure regulations
 Projects professional image
 Attends professional meetings
 Demonstrates cultural/generational awareness, ethical values, respect, and continuous regard for all
classmates, academic and clinical faculty/staff, patients, families, and other healthcare providers

Intermediate Level:
 Identifies positive professional role models within the academic and clinical settings
 Acts on moral commitment during all academic and clinical activities
 Identifies when the input of classmates, co-workers and other healthcare professionals will result in
optimal outcome and acts accordingly to attain such input and share decision making
 Discusses societal expectations of the profession

Entry Level:
 Demonstrates understanding of scope of practice as evidenced by treatment of patients within scope
of practice, referring to other healthcare professionals as necessary

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  Provides patient/family centered care at all times as evidenced by provision of patient/family
education, seeking patient input and informed consent for all aspects of care and maintenance of
patient dignity
 Seeks excellence in professional practice by participation in professional organizations and
attendance at sessions or participation in activities that further education/professional development
 Utilizes evidence to guide clinical decision making and the provision of patient care, following
guidelines for best practices
 Discusses role of physical therapy within the healthcare system and in population health
 Demonstrates leadership in collaboration with both individuals and groups

Post Entry Level:

 Actively promotes and advocates for the profession
 Pursues leadership roles
 Supports research
 Participates in program development
 Participates in education of the community
 Demonstrates the ability to practice effectively in multiple settings
 Acts as a clinical instructor
 Advocates for the patient, the community and society

7. Use of Constructive Feedback – The ability to seek out and identify quality sources of feedback, reflect on
and integrate the feedback, and provide meaningful feedback to others.

Beginning Level:
 Demonstrates active listening skills
 Assesses own performance
 Actively seeks feedback from appropriate sources
 Demonstrates receptive behavior and positive attitude toward feedback
 Incorporates specific feedback into behaviors
 Maintains two-way communication without defensiveness

Intermediate Level:
 Critiques own performance accurately
 Responds effectively to constructive feedback
 Utilizes feedback when establishing professional and patient related goals
 Develops and implements a plan of action in response to feedback
 Provides constructive and timely feedback

Entry Level:
 Independently engages in a continual process of self evaluation of skills, knowledge and abilities
 Seeks feedback from patients/clients and peers/mentors
 Readily integrates feedback provided from a variety of sources to improve skills, knowledge and
abilities
 Uses multiple approaches when responding to feedback
 Reconciles differences with sensitivity
 Modifies feedback given to patients/clients according to their learning styles

Post Entry Level:

 Engages in non-judgmental, constructive problem-solving discussions
 Acts as conduit for feedback between multiple sources
 Seeks feedback from a variety of sources to include students/supervisees/peers/supervisors/patients
 Utilizes feedback when analyzing and updating professional goals

8. Effective Use of Time and Resources – The ability to manage time and resources effectively to obtain the
maximum possible benefit.

Beginning Level:
 Comes prepared for the day’s activities/responsibilities
 Identifies resource limitations (i.e. information, time, experience)

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  Determines when and how much help/assistance is needed
 Accesses current evidence in a timely manner
 Verbalizes productivity standards and identifies barriers to meeting productivity standards
 Self-identifies and initiates learning opportunities during unscheduled time

Intermediate Level:
 Utilizes effective methods of searching for evidence for practice decisions
 Recognizes own resource contributions
 Shares knowledge and collaborates with staff to utilize best current evidence
 Discusses and implements strategies for meeting productivity standards
 Identifies need for and seeks referrals to other disciplines

Entry Level:
 Uses current best evidence
 Collaborates with members of the team to maximize the impact of treatment available
 Has the ability to set boundaries, negotiate, compromise, and set realistic expectations
 Gathers data and effectively interprets and assimilates the data to determine plan of care
 Utilizes community resources in discharge planning
 Adjusts plans, schedule etc. as patient needs and circumstances dictate
 Meets productivity standards of facility while providing quality care and completing non-productive
work activities

Post Entry Level:

 Advances profession by contributing to the body of knowledge (outcomes, case studies, etc)
 Applies best evidence considering available resources and constraints
 Organizes and prioritizes effectively
 Prioritizes multiple demands and situations that arise on a given day
 Mentors peers and supervisees in increasing productivity and/or effectiveness without decrement in
quality of care

9. Stress Management – The ability to identify sources of stress and to develop and implement effective coping
behaviors; this applies for interactions for: self, patient/clients and their families, members of the health care
team and in work/life scenarios.

Beginning Level:
 Recognizes own stressors
 Recognizes distress or problems in others
 Seeks assistance as needed
 Maintains professional demeanor in all situations

Intermediate Level:
 Actively employs stress management techniques
 Reconciles inconsistencies in the educational process
 Maintains balance between professional and personal life
 Accepts constructive feedback and clarifies expectations
 Establishes outlets to cope with stressors

Entry Level:
 Demonstrates appropriate affective responses in all situations
 Responds calmly to urgent situations with reflection and debriefing as needed
 Prioritizes multiple commitments
 Reconciles inconsistencies within professional, personal and work/life environments
 Demonstrates ability to defuse potential stressors with self and others

Post Entry Level:

 Recognizes when problems are unsolvable
 Assists others in recognizing and managing stressors
 Demonstrates preventative approach to stress management
 Establishes support networks for self and others

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  Offers solutions to the reduction of stress
 Models work/life balance through health/wellness behaviors in professional and personal life

10. Commitment to Learning – The ability to self direct learning to include the identification of needs and
sources of learning; and to continually seek and apply new knowledge, behaviors, and skills.

Beginning Level:
 Prioritizes information needs
 Analyzes and subdivides large questions into components
 Identifies own learning needs based on previous experiences
 Welcomes and/or seeks new learning opportunities
 Seeks out professional literature
 Plans and presents an in-service, research or cases studies

Intermediate Level:
 Researches and studies areas where own knowledge base is lacking in order to augment learning
and practice
 Applies new information and re-evaluates performance
 Accepts that there may be more than one answer to a problem
 Recognizes the need to and is able to verify solutions to problems
 Reads articles critically and understands limits of application to professional practice

Entry Level:
 Respectfully questions conventional wisdom
 Formulates and re-evaluates position based on available evidence
 Demonstrates confidence in sharing new knowledge with all staff levels
 Modifies programs and treatments based on newly-learned skills and considerations
 Consults with other health professionals and physical therapists for treatment ideas

Post Entry Level:

 Acts as a mentor not only to other PT’s, but to other health professionals
 Utilizes mentors who have knowledge available to them
 Continues to seek and review relevant literature
 Works towards clinical specialty certifications
 Seeks specialty training
 Is committed to understanding the PT’s role in the health care environment today (i.e. wellness
clinics, massage therapy, holistic medicine)
 Pursues participation in clinical education as an educational opportunity

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 Professional Behaviors Assessment
Physical Therapy Program

Student Name Ryan Stefanec Internship Facility

Clinical Instructor Clinical Dates

Directions: 1. Read the description of each Professional Behavior.

2. Become familiar with the behavioral criteria described in each of the levels.

3. Self assess your performance continually, relative to the Professional Behaviors, using
the behavioral criteria.

At the end of the internship, complete this form.

a) Using a Highlighter Pen, highlight all criteria that describes behaviors you demonstrate in
Beginning (column 1), Intermediate (column 2), Entry Level (column 3) or Post-Entry Level
Professional Behaviors.
b) Identify the level within which you predominately function.
c) Document specific examples of when you demonstrated behaviors from the highest level
highlighted.
d) For each Professional Behavior, list the areas in which you wish to improve.

Share your self assessment with your clinical instructor, specifically seeking his/her feedback.

Have your CI sign that they have read and discussed your self assessment; sign and return to the DCE.

**Professional Behaviors were developed by Warren May, Laurie Kontney and Annette Iglarsh (2010) as
an update to the Generic Abilities.

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1. Critical Thinking - The ability to question logically; identify, generate and evaluate elements of
logical argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions;
and distinguish relevant from irrelevant information. The ability to appropriately utilize, analyze, and
critically evaluate scientific evidence to develop a logical argument, and to identify and determine the
impact of bias on the decision making process.

Beginning Level: Intermediate Level: Entry Level: Post-Entry Level:

 Raises relevant  Feels challenged  Distinguishes  Develops new
questions to examine ideas relevant from knowledge through
 Considers all  Critically analyzes irrelevant patient research,
available information the literature and data professional writing
 Articulates ideas applies it to patient  Readily and/or professional
 Understands the management formulates and presentations
scientific method  Utilizes didactic critiques  Thoroughly critiques
 States the results of knowledge, alternative hypotheses and
scientific literature research evidence, hypotheses and ideas often crossing
but has not and clinical ideas disciplines in
developed the experience to  Infers applicability thought process
consistent ability to formulate new of information  Weighs information
critically appraise ideas across value based on
findings (i.e.  Seeks alternative populations source and level of
methodology and ideas  Exhibits evidence
conclusion)  Formulates openness to  Identifies complex
 Recognizes holes in alternative contradictory patterns of
knowledge base hypotheses ideas associations
 Demonstrates  Critiques  Identifies  Distinguishes when
acceptance of hypotheses and appropriate to think intuitively vs.
limited knowledge ideas at a level measures and analytically
and experience in consistent with determines  Recognizes own
knowledge base knowledge base effectiveness of biases and
 Acknowledges applied solutions suspends
presence of efficiently judgmental thinking
contradictions  Justifies solutions  Challenges others to
selected think critically

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

I have always been very curious about physical therapy and enjoyed the time I spent with PT’s while
job shadowing. Based off my knowledge in undergrad, during and/or after the patient’s appointment, I
would try to guess which muscles he was palpating, why and how he was assessing the area, and try
to guess his ultimate verdict based off his interactions with the patient. I silently applied my limited
knowledge on the human body and tried to make diagnoses as if I were the PT. I also raise a lot of
questions during my Interventions class with Ben. Like he says, we learn from failure. He places us in
challenging circumstances that force us to critically think. I also ask questions when/if I fail, and always
try to formulate new ways of performing these interventions based off the skills he has taught us
whenever he gives us a challenge.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to be able to better understand scientific literature AND critically evaluate the findings. I
want to understand new research and quickly have an educated debate with myself in order to provide
the best therapy for the patient.
I can measure this through my evidence based physical therapy class and begin to read more research
articles (1 a month)

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I can attain this skill through my courses and my strive to be better in these areas.

This skill is very relevant in the world of PT in order to provide patients with the best forms of practice,
specific to their conditions.

I would like to be efficient in these skills and advance to intermediate prior to my next professional
behavior assessment.

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2. Communication - The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing,
and listening) for varied audiences and purposes.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Demonstrates  Utilizes and  Demonstrates the  Adapts messages
understanding of the modifies ability to maintain to address needs,
English language communication appropriate control expectations, and
(verbal and written): (verbal, non-verbal, of the prior knowledge of
uses correct written and communication the audience to
grammar, accurate electronic) to meet exchange with maximize learning
spelling and the needs of individuals and  Effectively
expression, legible different audiences groups delivers
handwriting  Restates, reflects  Presents messages
 Recognizes impact and clarifies persuasive and capable of
of non-verbal message(s) explanatory influencing
communication in  Communicates verbal, written or patients, the
self and others collaboratively with electronic community and
 Recognizes the both individuals and messages with society
verbal and non- groups logical  Provides
verbal characteristics  Collects necessary organization and education locally,
that portray information from all sequencing regionally and/or
confidence pertinent individuals  Maintains open nationally
 Utilizes electronic in the patient/client and constructive  Mediates conflict
communication management communication
appropriately process  Utilizes
 Provides effective communication
education (verbal, technology
non-verbal, written effectively and
and electronic) efficiently

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

I feel that my communication skills are accurate to where I am in the program. I had a position in
undergrad where I would talk to the chair of the PT department at YSU monthly, so I regularly used
professional and electronical communication skills. I was also responsible for training a client for a
semester in undergrad, so I regularly and effectively communicated in order to convey instruction,
motivation, correction, etc.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to improve on my communication in groups. Addressing large groups can seem daunting,
yet I realize it is a required skill that can be regularly utilized. I need to improve on my communication
in groups, as well as getting used to collecting pertinent information in order to effectively treat patients.

I can measure this through my comfortability in group conversations and feeling my confidence rise in
my abilities.

I can attain this through my courses always pushing my limits and challenging me. Ben does a good
job of getting us outside of our comfort zone.

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It is relevant to be fluent in conversation with groups of people in order to portray important information,
or to be able to collect all the information you need.

I would like to be able to confidently say I have evolved to the intermediate level of communication prior
to my next professional behavior assessment.

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3. Problem Solving – The ability to recognize and define problems, analyze data, develop and
implement solutions, and evaluate outcomes.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Recognizes  Prioritizes problems  Independently  Weighs
problems  Identifies locates, prioritizes advantages and
 States problems contributors to and uses disadvantages of
clearly problems resources to solve a solution to a
 Describes known  Consults with problems problem
solutions to problems others to clarify  Accepts  Participates in
 Identifies resources problems responsibility for outcome studies
needed to develop  Appropriately seeks implementing  Participates in
solutions input or guidance solutions formal quality
 Uses technology to  Prioritizes  Implements assessment in
search for and locate resources (analysis solutions work environment
resources and critique of  Reassesses  Seeks solutions to
 Identifies possible resources) solutions community health-
solutions and  Considers  Evaluates related problems
probable outcomes consequences of outcomes  Considers second
possible solutions  Modifies solutions and third order
based on the effects of
outcome and solutions chosen
current evidence
 Evaluates
generalizability of
current evidence
to a particular
problem

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

I feel that I have always been able to identify problems and implement solutions. During my internship
in my last semester of undergrad, I worked at Adventures in Training with a Purpose (ATP) where we
worked mainly with veterans, first responders, stroke patients, and spinal cord injuries. I worked a lot
with the stroke and spinal cord patients, a population that I had very little experience with prior to this
internship. I faced many instances where the patients were physically unable to perform the “normal”
exercise progression ATP went through. Rather than give up, I problem solved. I took into
consideration and identified what they could and what they could not do. I modified many exercises
based on their abilities. We also had a HydroWorx underwater treadmill. Safely getting some patients
in and out of the HydroWorx was a large project alone. I had to systematically understand both the
patient and I’s strengths and weakness in order for us to safely get into underwater treadmill in order
for them to use it.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to fluently prioritize and consult with other resources in order to come up with the best
solution. I had an understanding that problem solving was purely on the individual, rather than seeking
resources in order to create the best outcome.

I can begin searching for and reading specific scholarly peered reviewed articles (one a month) to
begin practicing finding particular resources that could help the outcome I am looking for.
I can attain this through my Evidence Based Practice class teaching me the skills I need in order to find

14
these resources.

This additional resource for problem solving is key to providing the best interventions and outcomes for
the client.

I would like to be in the intermediate level of problem solving prior to the next professional behavior
assessment.

15
4. Interpersonal Skills – The ability to interact effectively with patients, families, colleagues, other
health care professionals, and the community in a culturally aware manner.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Maintains  Recognizes the non-  Demonstrates  Establishes mentor
professional verbal active listening relationships
demeanor in all communication and skills and reflects  Recognizes the
interactions emotions that others back to original impact that non-
 Demonstrates bring to professional concern to verbal
interest in patients interactions determine course communication and
as individuals  Establishes trust of action the emotions of self
 Communicates  Seeks to gain input  Responds and others have
with others in a from others effectively to during interactions
respectful and  Respects role of unexpected and demonstrates
confident manner others situations the ability to modify
 Respects  Accommodates  Demonstrates the behaviors of
differences in differences in ability to build self and others
personality, learning styles as partnerships during the
lifestyle and appropriate  Applies conflict interaction
learning styles management
during interactions strategies when
with all persons dealing with
 Maintains challenging
confidentiality in all interactions
interactions  Recognizes the
 Recognizes the impact of non-
emotions and bias verbal
that one brings to communication
all professional and emotional
interactions responses during
interactions and
modifies own
behaviors based
on them

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

I feel that I am close to the intermediate level of interpersonal skills, but still lack a few skills. However,
through my experiences at ATP, I have developed many interpersonal skills through working with
patients who come from many ethnic, occupational, professional, educational, etc. backgrounds. I have
had to adjust my instructions from a higher level to a lower due to their educational background, and
vice versa. I had to provide different forms of motivation/encouragement based off their personality. I
have even had conversations with someone who began having thoughts of suicide. It was a very
challenging conversation, but I handled the situation as best as I could and told my instructor in order
to get them the help they needed.

Regarding this Professional Behavior, I would like to improve in the following ways:
As I learn so many interventions/methods of PT, sometimes I get caught up in thinking so hard that I
forget to involve the patient and their thoughts on the situation. I need to seek out their emotions and
suggestions too.

I want to dedicate some time in every conversation with a patient for them to interject their thoughts

16
and opinions.

This should be very attainable as long as I remember to not be caught up in my thinking and to allow
the patient to help me through their viewpoint.

The patient’s side of the story is ALWAYS relevant.

I would like to consider myself an intermediate level of interpersonal skills prior to the next professional
behavior assessment.

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5. Responsibility – The ability to be accountable for the outcomes of personal and professional
actions and to follow through on commitments that encompass the profession within the scope of work,
community and social responsibilities.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Demonstrates  Displays awareness  Educates patients  Recognizes role as
punctuality of and sensitivity to as consumers of a leader
 Provides a safe diverse populations health care  Encourages and
and secure  Completes projects services displays leadership
environment for without prompting  Encourages  Facilitates program
patients  Delegates tasks as patient development and
 Assumes needed accountability modification
responsibility for  Collaborates with  Directs patients to  Promotes clinical
actions team members, other health care training for students
 Follows through on patients and families professionals as and coworkers
commitments  Provides evidence- needed  Monitors and
 Articulates based patient care  Acts as a patient adapts to changes
limitations and advocate in the health care
readiness to learn  Promotes system
 Abides by all evidence-based  Promotes service
policies of practice in health to the community
academic program care settings
and clinical facility  Accepts
responsibility for
implementing
solutions
 Demonstrates
accountability for
all decisions and
behaviors in
academic and
clinical settings

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

I think I am close to being at an intermediate level of responsibility but am just a few skills shy. As
discussed previously, I was responsible to for training a client in undergrad towards her SMART goal.
She wanted to be able to run a 5k in under 30 minutes. Her baseline was only being able to run 1 mile
with multiple breaks in between. I was responsible for creating am exercise program specific to her
goal, gaining her trust, showing up everyday and on time, and adjusting the prescription as needed. We
eventually accomplished her goal, and I learned a lot through having the responsibility of someone
else’s goals in my hands. It was a great experience.

Regarding this Professional Behavior, I would like to improve in the following ways:
I currently lack the knowledge in evidence-based patient care. I will learn this through my courses as I
progress semester by semester.

I will be measured off my ability to provide evidence-based care through course grades and practical’s.

My goal is to be the best PT I can be so my drive will make it attainable.

The world of PT is ever evolving so understanding how PT adapts and being able to provide the

18
newest evidence-based care is essential.

I would like to be at the intermediate level of responsibility prior to the next professional behavior
assessment.

19
6. Professionalism – The ability to exhibit appropriate professional conduct and to represent the
profession effectively while promoting the growth/development of the Physical Therapy profession.

Beginning Level: Intermediate Entry Level: Post Entry Level:

 Abides by all Level:  Demonstrates understanding  Actively
aspects of the  Identifies of scope of practice as promotes and
academic program positive evidenced by treatment of advocates for
honor code and the professional patients within scope of the profession
APTA Code of role models practice, referring to other  Pursues
Ethics within the healthcare professionals as leadership roles
 Demonstrates academic and necessary  Supports
awareness of state clinical  Provides patient/family research
licensure settings centered care at all times as  Participates in
regulations  Acts on moral evidenced by provision of program
 Projects commitment patient/family education, development
professional image during all seeking patient input and  Participates in
 Attends academic and informed consent for all education of the
professional clinical aspects of care and community
meetings activities maintenance of patient dignity  Demonstrates
 Demonstrates  Identifies  Seeks excellence in the ability to
cultural/generational when the input professional practice by practice
awareness, ethical of classmates, participation in professional effectively in
values, respect, and co-workers organizations and attendance multiple settings
continuous regard and other at sessions or participation in  Acts as a clinical
for all classmates, healthcare activities that further instructor
academic and professionals education/professional  Advocates for
clinical faculty/staff, will result in development the patient, the
patients, families, optimal  Utilizes evidence to guide community and
and other outcome and clinical decision making and society
healthcare acts the provision of patient care,
providers accordingly to following guidelines for best
attain such practices
input and  Discusses role of physical
share decision therapy within the healthcare
making system and in population
 Discusses health
societal  Demonstrates leadership in
expectations collaboration with both
of the individuals and groups
profession

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

I feel that my internship at ATP allowed me to develop my professional skills. Working with other health
care professionals furthered my understanding of professionalism and what professionalism looks like
towards clients. My coworkers and I collaborated together with clients, and we treated them with the
utmost respect. Through my limited time at UC, I feel like I have conducted myself in a professional
manner alongside my classmates and professors and abide by UC’s honor code.

Regarding this Professional Behavior, I would like to improve in the following ways:
I will be/am being taught what it means to be an ethical and moral physical therapist who is aware of
the many rules and regulations that comes with the profession. I am gaining this knowledge through a
combination of all of my classes. I plan to be attentive and absorb all the information I can.

20
I can measure my understanding through my course grades and practical’s.

I am confident that I can attain this knowledge through determination and dedication.

Knowing the type of professional that is expected of APTA is essential to my success as a PT.

I plan to be at an intermediate level of professionalism prior to the next professional behaviors

assessment.

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7. Use of Constructive Feedback – The ability to seek out and identify quality sources of feedback,
reflect on and integrate the feedback, and provide meaningful feedback to others.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Demonstrates  Critiques own  Independently  Engages in non-
active listening performance engages in a judgmental, constructive
skills accurately continual problem-solving
 Assesses own  Responds process of self discussions
performance effectively to evaluation of  Acts as conduit for
 Actively seeks constructive skills, knowledge feedback between
feedback from feedback and abilities multiple sources
appropriate  Utilizes feedback  Seeks feedback  Seeks feedback from a
sources when establishing from variety of sources to
 Demonstrates professional and patients/clients include
receptive patient related and students/supervisees/
behavior and goals peers/mentors peers/supervisors/patients
positive attitude  Develops and  Readily  Utilizes feedback when
toward feedback implements a plan integrates analyzing and updating
 Incorporates of action in feedback professional goals
specific response to provided from a
feedback into feedback variety of
behaviors  Provides sources to
 Maintains two- constructive and improve skills,
way timely feedback knowledge and
communication abilities
without  Uses multiple
defensiveness approaches
when responding
to feedback
 Reconciles
differences with
sensitivity
 Modifies
feedback given
to
patients/clients
according to
their learning
styles

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

I am a big advocate of feedback. I genuinely enjoy when someone can give me constructive feedback.
I acknowledge that I am in the first year of DPT school and that I still have a lot to learn. I am not an
expert in anything in the PT realm so as I begin my career, I accept and embrace feedback.
Constructive feedback was a large proponent of my internship at ATP. My instructor provided me with
feedback twice a semester, and I had to keep a daily journal and reflect on my day and how I thought I
performed. Their feedback allowed me to adjust to things that I did not know I was lacking in (For
example, I was guarding stroke patients too much. They wanted me to have a hold of their gait belt but
allow the client a chance to try to correct/catch themselves if they trip/fall. I was supposed to be their
last form of defense, not their first). I acknowledged their constructive criticism and altered my daily
duties in a positive manner. My daily journals also resulted in a lot of personal assessment. I would

22
write about all the patients I helped and rated how well I think I did with them. It was beneficial to reflect
on my day, rather my performance never be self-judged and never improve.

Regarding this Professional Behavior, I would like to improve in the following ways:
I believe I am close to an intermediate level of using constructive feedback but am just a few skills
short. I have regularly provided feedback to clients, but not as thorough as a successful PT would go. I
have used the normal “good, great, and perfect” but I need to analyze more on my feedback to clients.

I can measure this by taking note of how many times I only say “good, great, and perfect”. I can
practice through elaborating more when I would like patients to make corrections or express what I
thought was good about their movement and not just saying “good”.

This skill is very attainable. I just have to expand on my comments.

Just as I appreciate constructive feedback, clients will appreciate genuinely unique and thoughtful
comments/feedback on their physical therapy rather than a cliché

I would like to be at an intermediate level of using constructive feedback prior to our next professional
behavior assessment.

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8. Effective Use of Time and Resources – The ability to manage time and resources effectively to
obtain the maximum possible benefit.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Comes prepared for the  Utilizes effective  Uses current best  Advances
day’s methods of evidence profession by
activities/responsibilities searching for  Collaborates with contributing to the
 Identifies resource evidence for members of the body of
limitations (i.e. practice decisions team to maximize knowledge
information, time,  Recognizes own the impact of (outcomes, case
experience) resource treatment studies, etc)
 Determines when and contributions available  Applies best
how much  Shares  Has the ability to evidence
help/assistance is knowledge and set boundaries, considering
needed collaborates with negotiate, available
 Accesses current staff to utilize best compromise, and resources and
evidence in a timely current evidence set realistic constraints
manner  Discusses and expectations  Organizes and
 Verbalizes productivity implements  Gathers data and prioritizes
standards and identifies strategies for effectively effectively
barriers to meeting meeting interprets and  Prioritizes
productivity standards productivity assimilates the multiple demands
 Self-identifies and standards data to determine and situations
initiates learning  Identifies need for plan of care that arise on a
opportunities during and seeks  Utilizes given day
unscheduled time referrals to other community  Mentors peers
disciplines resources in and supervisees
discharge in increasing
planning productivity
 Adjusts plans, and/or
schedule etc. as effectiveness
patient needs and without
circumstances decrement in
dictate quality of care
 Meets productivity
standards of
facility while
providing quality
care and
completing non-
productive work
activities

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

In order to get into graduate school, especially into DPT because of the competition, I feel as if you
need to have a good sense of time management and effective uses of your resources. I was able to
maintain a 3.96 GPA in undergraduate while participating in intramural sports, graduating from the
honors college, holding multiple office positions in clubs, working part time, training for and completing
a sprint triathlon, lifting weights, and maintaining healthy and happy relationships with my friends and
family. Due to my large course load and busy extracurriculars, I had not choice but to be efficient with
my time and utilize the resources given to me.

24
Regarding this Professional Behavior, I would like to improve in the following ways:
Now, I believe that I have to switch those skills to be more specific to the profession of PT. I must
maintain the same skills involved with my everyday life, but incorporate time for research, collaboration,
strategies, and assistance in the realm of PT.

I can measure this by allotting time everyday specific to PT research.

I do not have to read multiple research articles every day, but I can research an attainable amount in
order to stay updated with PT practices.

Effective use of time and resources is vital to being a successful and up to date PT.

I would like to be at an intermediate level of effective use of time and resources prior to the next
professional behavior assessment.

25
9. Stress Management – The ability to identify sources of stress and to develop and implement
effective coping behaviors; this applies for interactions for: self, patient/clients and their families,
members of the health care team and in work/life scenarios.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Recognizes own  Actively employs  Demonstrates  Recognizes when
stressors stress management appropriate problems are
 Recognizes techniques affective unsolvable
distress or  Reconciles responses in all  Assists others in
problems in others inconsistencies in situations recognizing and
 Seeks assistance the educational  Responds calmly managing stressors
as needed process to urgent situations  Demonstrates
 Maintains  Maintains balance with reflection and preventative
professional between debriefing as approach to stress
demeanor in all professional and needed management
situations personal life  Prioritizes multiple  Establishes support
 Accepts constructive commitments networks for self
feedback and  Reconciles and others
clarifies expectations inconsistencies  Offers solutions to
 Establishes outlets within professional, the reduction of
to cope with personal and stress
stressors work/life  Models work/life
environments balance through
 Demonstrates health/wellness
ability to defuse behaviors in
potential stressors professional and
with self and personal life
others

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

I feel that I have done a good job at managing my stress. I have established many hobbies/outlets in
order to control my stress that exist outside of the profession. However, I have never been a person to
seek assistance from others when I have been stressed. It is uncomforting to express my negative
emotions on others. However, I feel through my internship at ATP, I have been efficient at talking about
patients’ stressors and addressing what can be done. I have also formed a good balance between
professional and personal life. For example, on Tuesdays, I have class from 9am-6:30pm. After I get
done with class, I will not study anymore for school. The rest of the night is for whatever I want to do.
This helps keep the stressful world of school to a minimum because it allows me a time everyday
where I can do an activity that relaxes/pleases me and my mind.

Regarding this Professional Behavior, I would like to improve in the following ways:
I realize that I need to be more comfortable in expressing my internal emotions with those who are
there for me.

The next time I feel overwhelmed or overly stressed out, I will reach out to one of my classmates or to
one of my professors.

It feels uncomfortable to me, but I realize it is very attainable and very welcomed by the family of UC.

It is important to maintain mental wellbeing. PT’s must be stable in order to provide the best care for
their patients.

26
I would like to be at an intermediate level of stress management prior to the next professional behavior
assessment.

27
10. Commitment to Learning – The ability to self direct learning to include the identification of needs
and sources of learning; and to continually seek and apply new knowledge, behaviors, and skills.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Prioritizes  Researches and  Respectfully  Acts as a mentor not
information needs studies areas questions only to other PT’s, but
 Analyzes and where own conventional to other health
subdivides large knowledge base is wisdom professionals
questions into lacking in order to  Formulates and  Utilizes mentors who
components augment learning re-evaluates have knowledge
 Identifies own and practice position based on available to them
learning needs  Applies new available  Continues to seek and
based on information and re- evidence review relevant
previous evaluates  Demonstrates literature
experiences performance confidence in  Works towards clinical
 Welcomes and/or  Accepts that there sharing new specialty certifications
seeks new may be more than knowledge with  Seeks specialty
learning one answer to a all staff levels training
opportunities problem  Modifies  Is committed to
 Seeks out  Recognizes the programs and understanding the
professional need to and is able treatments based PT’s role in the health
literature to verify solutions to on newly-learned care environment
 Plans and problems skills and today (i.e. wellness
presents an in-  Reads articles considerations clinics, massage
service, research critically and  Consults with therapy, holistic
or cases studies understands limits other health medicine)
of application to professionals and  Pursues participation
professional physical in clinical education as
practice therapists for an educational
treatment ideas opportunity

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

Similar to what I mentioned before, in order to make it to the graduate level of DPT schooling, you must
have a dedicated commitment to learning. I always welcome learning opportunities because of my
desire and dedication to physical therapy. I love taking what we learn in the classroom and applying it
to real practice. I oftentimes did this when I was job shadowing. I would create a reason as for why the
PT was doing what they were doing and ask them afterwards if I was correct in my analysis. I have also
just recently had to study more in one area in order to augment my knowledge. Unlike many of my
classmates, I never had any exposure to pathophysiology. We have a class on pathophysiology, so I
feel as if I have to study more. I just have to work a little but harder in order to ensure/justify my
knowledge is not lacking in one particular area.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to improve my ability to break down and critically understand research articles in order to
apply them to practice.

I want to read one research article a month

Reading one research article should not take away too much time from my studies and is vital in my
understanding/ability to get as much use out of an article as possible.
A commitment to lifelong learning is vital in physical therapy. Science and research is always evolving

28
and we must be able to keep up with the science.

I would like to be at an intermediate level of commitment to learning prior to the next professional
behavior assessment.

29
Professional Development Plan:

Based on my self assessment of my Professional Behaviors and the areas I have identified for
improvement, I am setting the following goals:

Based off my professional behaviors assessment, I need improvement on:

- my ability to effectively and efficiently utilize research articles
-reach out to someone whenever I feel overwhelmed or overly stressed
- elaborate more when providing feedback to clients

To accomplish these goals, I will take the following specific actions:

- On the first Monday of every month, I will search and read one research article that relates with
a course I am currently in. I can also practice pulling pertinent information from this article and
save them so I may refer to the information while in the clinic.
- Contact someone in my class or one of my professors if I begin to feel stressed.
- Practice providing individualized feedback and expressing what I thought was good or bad
about the “patients” movement rather using cliché responses such as “good, great, or perfect”.

By my signature below, I indicate that I have completed this self assessment and sought feedback from
my CI regarding my self assessment.

Student Signature: Ryan Stefanec Date: 7/23/2022

CI feedback/suggestions.

30
CI signature: Date:

31