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Professional Behavior

 

The process of becoming an effective physical therapist assistant involves attaining competency in professional knowledge, skill, and behavior. Ten behaviors, or generic abilities, have been identified by the Physical Therapy profession as those abilities which exemplify the professional behaviors valued by the physical therapy profession. These abilities are used as a guide throughout the academic and clinical phases of a physical therapist assistant’s education. The abilities, as developed by the Physical Therapy Program at the University of Wisconsin, Madison, are as follows:

1. Commitment to learning
2. Interpersonal skills
3. Communication skills
4. Effective use of time and resources
5. Use of constructive feedback
6. Problem-solving
7. Professionalism
8. Responsibility
9. Critical thinking
10. Stress management

Mastery of these behaviors facilitates the ability to:

1. Generalize from one context to another
2. Integrate information from different sources
3. Apply knowledge and skills in the practice setting
4. Synthesize cognitive, affective and psychomotor behaviors
5. Interact effectively with clients, families, the community and other
professionals.

To facilitate development of competency in the ten professional behaviors, formal and informal feedback will be given to each student. The formal evaluation of each student’s professional behavior will be given by the academic faculty at approximately the midterm of each semester. This formal evaluation will be done in concert with the student self assessment of their progress in meeting the behavioral criteria. It is expected that first year students will satisfactorily complete all Beginning Level behavioral criteria by the end of the second semester. Second year students will satisfactorily complete all Developing Level behavioral criteria by the fourth semester. Students on fifth semester clinical practical are expected to complete the Entry Level behavioral criteria. If a student demonstrates behaviors inconsistent with the generic abilities, the following response will occur:

1. The student will be provided with feedback regarding perceived inappropriate behavior(s) and relevant expectations of the instructor/faculty.

2. If a change to a more appropriate behavior(s) does not occur, the student will be subject to appropriate consequences as determined by the faculty ranging from remediation to the forfeiture of the opportunity to continue on internships.

All students will read and sign the generic abilities/professional behavior expectations during the first semester. Student and faculty signatures are also required with each subsequent semester formal evaluation/self assessment session and prior to beginning the second year clinicals.

S Satisfactory NI Needs Improvement NSI Needs Significant Improvement N/O Not Observed

It is expected that first year students will satisfactorily complete all Beginning Level behavioral criteria by the end of the second semester. Second year students will satisfactorily complete all Developing Level behavioral criteria by the third semester and are expected to satisfactorily complete the Advanced Level behavioral criteria before beginning fifth semester clinical affiliations. If a student demonstrates behaviors inconsistent with the generic abilities (ratings of NI or NSI), the following response will occur:

1. The student will be provided with feedback regarding perceived inappropriate behavior(s) and relevant expectations of the instructor/faculty.

2. If a change to a more appropriate behavior(s) does not occur, the student will be subject to appropriate consequences as determined by the faculty ranging from remediation to the forfeiture of the opportunity to continue on internships.

All students will read and sign the generic abilities/professional behavior expectations during the first semester. Student and faculty signatures are also required with each subsequent semester formal evaluation/self assessment session and prior to beginning the second year clinicals.

 

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