Self assessment of professionalism in physical therapy education.
OBJECTIVE With the physical therapy (PT) professions' advancement to the clinical doctorate degree and the promotion of autonomous practice, exemplary professional conduct is an expectation of the PT profession. PT education programs are being challenged to develop methods to teach and assess professional behavior. PARTICIPANTS Forty three PT students (11 male and 32 female, ages 20 28 years) completed the APTA Professionalism in Physical Therapy: Core Values Self Assessment (PPTCVSA) after their first 3 week clinical experience and again after their final clinical experience. METHODS A mixed design ANOVA compared participants' total scores and individual Core Value scores on the Professionalism in Physical Therapy: Core Values Self Assessment (PPTCVSA) after 3 and 33 weeks of clinical education. The effects of gender, age, and undergraduate area of study on growth in professionalism scores were also investigated. RESULTS Total PPTCVSA scores and individual Core Value scores on professionalism (accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility) were higher after 33 weeks compared to scores after 3 weeks of clinical education. Female student's total professionalism scores were higher than male student's scores on both the first and second self assessments. In addition, female students scored themselves higher than their male peers on accountability, excellence, integrity, and professional duty. CONCLUSIONS Improved scores on the PPTCVSA indicate that physical therapy education is playing an important role in the development of professional behavior, knowledge, and application in practice.
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