Professional Behaviors Assessment Professional Roles I

Student Name ______________Cate Murphy_______________________________________ Date _________September 24, 2015___

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.
4. Complete this form.
a) Using a Highlighter Pen or the highlight function in MS Word, 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.

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

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 in knowledge base

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

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

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

Examples of behaviors to support my self assessment:

Raises relevant questions: Last week in class we were going over posture, and I asked Dexter a lot of questions about what to attribute certain postures to and we had a
discussion about the possible causes of spine and hip abnormalities.
Considers all available information: In Dexters class we pull information about MMTs from different books and sources and compare their effectiveness and usefulness in
the field.
Articulates ideas: When I discuss with my classmates the best way to go about studying for a test or putting a presentation together I give my ideas in a way that makes
sense and helps contribute a unique way to go about things.
Understands scientific method: I have used the scientific method at all stages of my education, mostly in the research classes I took in undergrad where I had to create and
conduct a research project and confirm it with the IRB.
Recognizes holes in knowledge/ demonstrates acceptance of limited knowledge: Through shadowing and learning about different skills needed for PT I have gone into it
realizing that I do not have any actual clinical experience. For this reason I try to absorb as much information as I can and trust the teacher when they tell me which
techniques are most beneficial for a patient.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to work more on asking questions in class that provoke further understanding, because a lot of times I will not realize that something is hard to
understand until after the class is over. If I am more proactive with asking questions it will allow me to keep up with what we are learning and not to feel
behind when I am studying my notes later and do not understand a concept.

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 nonverbal characteristics that portray
confidence
Utilizes electronic
communication appropriately

Intermediate Level:
Utilizes and modifies
communication (verbal, nonverbal, 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

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

Examples of behaviors to support my self assessment:

Demonstrates understanding of English language: I took English classes in undergrad and make a conscious effort to expand my vocabulary.
Utilizes and modifies communication (verbal, non-verbal, written and electronic) to meet the needs of different audiences: Through shadowing and speaking to younger
students at school I have had to process all the material I know and present it in laymans terms so those without my background can understand what I am talking about.
Use correct grammar and accurate spelling: I am often asked to review papers of my peers to correct grammar and terminology. When writing papers I always review them
to make sure there are no basic errors and if they need to be hand written I take the time to write them out clearly.
Recognizes impact of non-verbal and communication in self and others: When having a conversation with someone I always make sure to participate in active listening. It
is a pet peeve of mine when I am talking to someone and they do not seem to be hearing anything that I am saying, and their responses do not reflect that they have taken
in what I said. For this reason I always try to seem engaged when someone else is talking even if I am not particularly interested.
Recognizes the verbal and non-verbal characteristics that portray confidence: Something I have always been told is that I have a firm handshake, which is my favorite
compliment to receive because I think it portrays confidence and leaves a good first impression. Another thing I try to do to portray confidence is always make eye contact
when talking or listening to someone because I think that is an important non-verbal characteristic with conversation. To display verbal confidence, I try to speak with a firm
voice and with a purpose even if I am not feeling that way.
Utilizes electronic communication appropriately: When emailing professors and my peers I do so in an appropriate and professional way.

Regarding this Professional Behavior, I would like to improve in the following ways:
Though I believe that I am able to project confidence, respect and competence when communicating with others, I have not had a lot of professional experience doing so. I
hope to continue to improve on those skills so that when I am a professional I am able to communicate effectively and be regarded highly in this area.
In the coming years I expect to be involved in a lot of group work and collaborative research. I plan to work on improving my collaboration skills and with the individuals I
am working with and the group as a whole.

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
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

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

Examples of behaviors to support my self assessment:

Recognizes problems/States problems clearly: When I was taking anatomy I didnt pass the first test, so I had to talk to my teacher and evaluate that my studying was not
satisfactory.
Describes known solutions to problems: When discussing why I didnt pass my first test I came up with several solutions and alternative ways to study that would ensure I
do better on the next test.
Identifies resources needed to develop solutions: When trying to find ways that I could better prepare myself for my next anatomy test I tried out several different resources
such as online studying, reading several textbooks, studying as a group, and making flash cards.
Uses technology to search for and locate resources: I have participated in several research projects in the past where I needed to use online databases to research the
subject matter and compose background information and methods based on this.
Considers consequences and possible solutions: When in undergrad I got a C in chemistry so I weighed the options of whether to retake it or not or what I could do to not
let it affect my resume. I decided to receive the best solution to ensure I would get into grad school was to retake the course to receive an A vs. not retaking it and not
being competitive enough with my GPA.

Regarding this Professional Behavior, I would like to improve in the following ways:

Though I do understand the importance of using resources to my advantage when I am struggling in a certain subject, I often refer to them when it is too late. I hope to get
better at realizing I need help and searching out the help I need before it affects my grade and in the future affects my performance.
In conjunction with the previous goal I hope to become better at recognizing when I have a problem and making a note of it then and there so I can easily look back and
see what I have questions on.

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

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

Examples of behaviors to support my self assessment:

Maintains professional demeanor in all interactions: The times I have been in a professional setting I have always dressed professionally and have kept discussions appropriate for the
atmosphere I am in.
Communicates with others in a respectful and confident manner: I find that I can be very opinionated about certain things, especially If it is something I know a lot about. However, when
discussing opinions with a group about a project or scenario I hear everyone out about what they think and why. I try to voice my opinion in a respectful way and leave myself open to critique.
Respects differences in personality, lifestyle, and learning styles during interactions: I am a big fan of studying in groups but I often find that everyone runs on different schedules and most
people learn in slightly different ways. When meeting to study I try to accommodate the styles of everyone so we can all learn.
Maintains confidentiality in all interactions: When I completed my observation hours I did them at places in my hometown so I ran into a lot of people I knew who were in therapy, but I made sure
not to share these encounters with others to maintain their confidentiality.
Respects role of others: In PT school I have noticed that there are a lot of strong and very driven personalities. I feel that I have always been a mediator type of person, so I try to respect the
roles of others in a group while also facilitating a good group dynamic.
Recognizes the emotions and bias that one brings to all professional interactions: When interacting with a person who is from a different background with me, I try to think of what their outlook
would be and eliminate any subconscious bias I might have toward them or their situation, especially when dealing with patients.

Regarding this Professional Behavior, I would like to improve in the following ways:

I find that I am someone who likes to joke around a lot with people, but I am starting to realize that I am participating in a higher level of education and this type of behavior isnt always
appropriate. I feel that I am respectful towards others but I am not always sensitive to the fact that some people might take offense to my sense of humor. Though I do believe that joking
around will always be a part of my demeanor I would like to improve on knowing the time and place for it.
Though I feel that I have always respected the opinion of others when discussing a topic, I sometimes feel that I might give others the impression that I am set in my beliefs and not open to
adapt them based on the input of others. I plan to work on trying new ideas and ways of thinking through hearing about experiences that my colleagues have had and taking their advice to
heart.

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

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

Examples of behaviors to support my self assessment:

Demonstrates punctuality: When I have to be somewhere I usually try to give myself enough time to get there as if there would be maximum traffic because it is difficult to get somewhere in the
when living in the city. This way I am always there before I have to be.
Assumes responsibility for actions: This year I got a speeding ticket and had to go to traffic court during the school day and it was unavoidable. I emailed the teachers of the classes I had and
told them the situation and that it was my fault, but I would have to miss class. I asked if there was any outside work I could do to make up for what I had missed.
Follows through on commitments: I find that I have a lot to balance with being in grad school and managing my other commitments while also spending time with my family. I have had prior
commitments that I still kept even when I had a lot of studying to do because I had already promised I would. It just forced me to plan ahead so I could get everything done I needed to.
Articulates limitations and readiness to learn: I feel that I am at a slight disadvantage with some classes because I did not go to UC for undergrad, so I have asked a lot of advice from students
who did attend UC as to what to expect from certain teachers and what they recommend I should do to prepare.
Abides by all policies of academic program: I have paid attention to all the policies that UC has in place. When I didnt pass my first anatomy test I made sure to make an appointment with the
professor the next day to discuss makeup work I could do and better study strategies that I could use.
Completes projects without being prompted: I feel that I have been in school long enough that I have established a system to remember what I have due and to give myself ample time to do
them.

Regarding this Professional Behavior, I would like to improve in the following ways:

I feel that I am still adapting my habits and lifestyle to accommodate what is required for grad school. I hope to continue to make myself more prepared for school so that I
am as successful as I can possibly be in the program.

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
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

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

Examples of behaviors to support my self assessment:

Abides by all aspects of the academic program honor code: I have read the honor code and understand what it entails. All actions that I take in regards to classes reflect
the honor code and I understand the importance of receiving an honest education, especially at this stage of the game.
Projects professional image: When in a professional setting I understand the importance of reflecting the views and standards of my school in the way I present myself both
in how I act and how I dress.
Demonstrates generational awareness, ethical values, respect, and continuous regard for all classmates, academic and clinical faculty/staff, patients, families, and
other healthcare providers: I have been in a lot of situations with patients who are of a different culture than me or who have disabilities. I have made sure to educate
myself on what they are and how to best serve them.

Regarding this Professional Behavior, I would like to improve in the following ways:

I have not been given the opportunity to learn about state licensure regulations or attend any professional meetings yet, but I look forward to furthering my education and
putting myself another step closer to being a licensed PT.

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

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

Examples of behaviors to support my self assessment:

Demonstrates active listening skills: I make it a point to always show that I am listening to others by responding thoughtfully to what they say and displaying proper body
language, especially in group discussion settings.
Assesses own performance: I find that we do a lot of hands on work that is subjective to grading and critique, especially when we do demonstrations in our Exam class.
Before Dexter has the chance to critique my demonstration I try to assess my own performance first to show that I have done my research.
Actively seeks feedback from appropriate source: It seems that in a lot of classes, especially in Interventions and Exams, we have to do lab work and independently learn
how to perform techniques. I like to ask for feedback from multiple sources such as the teacher and other students.
Responds effectively to constructive feedback: After I ask for feedback from my teachers about how my technique is, I try to make a point to reinforce the changes I have
made and ask for feedback after I have done so.
Maintains two-way communication without defensiveness: As PT students I recognize that we all come from different backgrounds with the shadowing and work we have
done, so when working on a particular skill I like to maintain communication about how we learned what we know, and have a respectful approach to giving other students
advice and receiving advice back.

Regarding this Professional Behavior, I would like to improve in the following ways:

I find that even though I like asking for help and critique on the skills I am using, I still do not do it every time. I think that sometimes my ego gets in the way and it is hard to
admit that I still have things I need to work on. I hope to continue getting better at realizing that I have a lot to learn and practice makes perfect.
Another thing I want to work on in correspondence with constructive feedback is making sure I remember what I was told to do differently. I have a bad habit of learning
things and not writing them down, so hopefully in the future I can be more diligent about doing so.

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 days
activities/responsibilities
Identifies resource limitations
(i.e. information, time,
experience)
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 nonproductive 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

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

Examples of behaviors to support my self assessment:

Comes prepared for the days activities/responsibilities: Every day before class I make sure to double check what is on the schedule do all required homework along with
the necessary readings
Identifies resource limitations (i.e. information, time, experience): I have come to realize that there is never enough time in the day to get everything done that we need to
do, so I try to prioritize my time to make the most of it. I also realize that I only have a limited amount of experience so I cannot consider myself to be an expert at this
point.
Determine when and how much help/assistance is needed: I tend to ask for a lot of help from other classmates with studying and other assignments, but I have realized
that in order to grow the most as a student I have to attempt to do things on my own before asking for assistance. On the other hand I have come to realize the times I
really do need help from others to be able to grasp the information.
Verbalizes productivity standards and identifies barriers to meeting productivity standards: Through learning the demands of grad school I have come to realize what is
required, and I have always come to identify the things in my schedule that interfere with meeting those demands. I have had to move these distractions to lower on my
priority list so I can make time for everything that needs to be done in school.

Regarding this Professional Behavior, I would like to improve in the following ways:
- A lot of time assignments take me way longer than I expect, so I hope to be able to improve this by focusing more and limiting the distractions around me. I also plan to try being
more organized and had a more structured plan as to how I will complete everything I have to do. I think having a checklist will help me to be more productive and complete
everything I have to do without always forcing me to push items back to a later date.

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

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

Examples of behaviors to support my self assessment:

Recognizes own stressors: After completing my first semester of school I have accepted that stress is inevitable, but I have also discovered what makes me more stressed
than I should be. Whenever stress becomes debilitating I find something to get my mind off it and go back to attack the problem once I have relaxed.
Recognizes distress or problems in others: I think that a lot of times I notice people getting stressed out about things that dont seem like a big deal to me. I try to point out
the positives and let them know that things could be worse and most times the stressful thing are not anything to be upset about.
Seeks assistance as needed: Sometimes when I am stressed I recognize that I need to sympathize with someone else in the situation. A lot of times I need to work on
things with others who are in the same situation, and realizing that we are in it together helps me out greatly.
Establishes outlets to cope with stressors: I have a lot of ways to cope with stressors, such as working out and hanging out with friends. Sometimes these things interfere
with how productive I could be, but they are essential for me to stay sane.

Regarding this Professional Behavior, I would like to improve in the following ways:

I feel that I am very good at handling stress, but is not always in the most efficient way. I need to become better at managing my time proficiently and not allowing too much
time for my personal life. I am not accustomed to spending a majority of my time on school work so it is a big adjustment for me to make this change, but I hope to do so
especially with my classes for the next two semesters.

10

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 inservice, 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 reevaluates 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 newlylearned 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 PTs, 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 PTs role in the health care
environment today (i.e.
wellness clinics, massage
therapy, holistic medicine)
Pursues participation in
clinical education as an
educational opportunity

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

Examples of behaviors to support my self assessment:
Identifies own learning needs based on previous experiences: I have been in school for my entire life, so over the years I have discovered what my
learning needs are and what I have to do to achieve the results I am looking for. I know that I am a visual learner so writing down everything isnt an
efficient way for me to study. This helps me be a little more efficient with how I learn things.
Welcomes and/or seeks new learning opportunities: During PT school there are so many opportunities for continued learning and it really interests me to
be able to learn what I will actually be doing in the future.
Reads articles critically and understands limits of application to professional practice: For several classes and research I have done I have had to find
background information through articles. In Interventions I had to present an article about electric stimulation that could be applied to the Pt practice and
what its limitations were.
Regarding this Professional Behavior, I would like to improve in the following ways:

I feel that I have not had a lot of opportunities to seek out professional literature and present research. I expect to have more opportunities in the next few years to further
my knowledge and career through more in depth research.

11

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:
1) By the end of this semester, I will be able to manage my stress in productive and efficient way.
2) By the end of this semester, I will be more proficient at internalizing constructive criticism and applying it to my skills.
3) By the end of my first year, I will seek out professional research to further my learning even though it is not part of my assigned work.
To accomplish these goals, I will take the following specific actions:
1) I have a lot of tentative plans involving my family and friends in the next coming months. In order to manage my stress in a more productive way I will limit
extracurricular activities so that I accomplish a list of things each day before I allow myself to do anything outside of school work. When taking breaks I will set a
timer and not allow them to last a few hours when they should have lasted a much shorter time. In turn I will feel much better about taking breaks once I have
accomplished all I needed to for that day.
2) Whenever I have a question about something in class I will make sure to remember it by taking notes and repracticing my skills several times until I have
mastered the specific skill I needed help on. I will mainly focus on doing this in Interventions and Exams because those classes require the most hands on skills
and subjective material.
3) I receive a lot of information about research from being an APTA member and by the end of the year I will choose at least five articles to read on my own time
and potentially discuss with students or teachers about how they could be applied to our learning or future PT careers. This will allow me to further my education
without the pressure of extra work.
By my signature below, I indicate that I have completed this self assessment and sought feedback from my faculty advisor.
Student Signature ____________________________________________

Date_________________________

Faculty Advisor signature: _____________________________________

Date:_________________________

12