Profesional behavior Student Name __MICHEL GARCIA TAPANES ________________________________________ Date __________________________ Directions: 1. Read t

Profesional behavior Student Name __MICHEL GARCIA TAPANES ________________________________________ Date __________________________

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. At Midterm point each semester, complete the Self-Assessment Form.

5. 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.

6. Identify the level within which you predominately function.

7. Document specific examples of when you demonstrated behaviors from the highest level highlighted.

8. For each Professional Behavior, list the areas in which you wish to improve.

9. Share your self-assessment with PTA Faculty member during Midsemester Advising session.

10. PTA Faculty will assess each student on the 10 Professional Behaviors and compare results. Feedback will be provided.

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

Semester
Second
Third
Fourth
Fifth

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(AS)
 Considers all available

information
 Articulates ideas(AS)
 Understands the scientific

method(AS)
 States the results of scientific

literature but has not developed
the consistent ability to critically
appraise findings (i.e.
methodology and conclusion)
(AS)

 Recognizes holes in knowledge
base

 Demonstrates acceptance of
limited knowledge and
experience in knowledge base

Intermediate Level:
 Feels challenged to examine

ideas (AS)
 Critically analyzes the

literature and applies it to
patient management

 Utilizes didactic knowledge,
research evidence, and
clinical experience to
formulate new ideas (AS)

 Seeks alternative ideas
(AS)

 Formulates alternative
hypotheses

 Critiques hypotheses and
ideas at a level consistent
with knowledge base
(AS)

 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

Student functions predominantly in the beginning/intermediate/entry/post entry level
Examples of behaviors to support faculty student assessment:

● to pay 100% attention to all the classes and thus achieve internalize the knowledge for future exams.
● When there is some content in the class that I do not understand, I try to clarify it with the teacher and in some cases with classmates
● I feel ready to use all the knowledge I receive from teachers and grow professionally.
● I analyze the information in various sources critically.
● I predict what could happen by formulating hypothesis before I conduct research on a particular subject.
● Formulates various hypothesis and critiques alternative ideas
● Identifies relevant data and distinguishes it from irrelevant data
● Always willing to listen to contradicting ideas

Regarding this Professional Behavior, I would like student to improve in the following ways:
● improve my knowledge by making the interaction with teachers more consistent and obtain from them all the necessary knowledge to continue to affect them

Student should increase participation in class, by asking appropriate questions, during lecture especially when student does not understand material presented. Student will improve
ability to critically analyze information (AS)

● I would also like to improve my ability to use research evidence to formulate new ideas. Formulation of new ideas would demonstrate that one can engage in
critical thinking. – Student should continue to ask more appropriate questions and begin connecting various content to patient management. (AS)

● I would like to improve on my ability to justify the solutions that have been selected. I would also like to be able to determine the effectiveness of various
solutions to problems. (AS)

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(AS)

 Recognizes impact of non-
verbal communication in self
and others(AS)

 Recognizes the verbal and non-
verbal characteristics that
portray confidence (AS)

 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 (AS)

 Provides effective education
(verbal, non-verbal, written
and electronic) (AS)

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

Student functions predominantly in the beginning/intermediate/entry/post entry level
Examples of behaviors to support faculty student assessment:

● try to have good communication with teachers and classmates in English language
● write and listen in different settings to improve the grammar and the audition.
● feel good using the different types of electronic communication to achieve good communication between the teachers and me
● Participate in group work and communicate effectively with the group members.
● Clarify messages to group members who ask for clarification.
● I often control communication exchange when communicating with my colleagues and team members.
● I also use communication technologies such as computers and the internet effectively.

Regarding this Professional Behavior, I would like student to improve in the following ways: I am focused on improving my communication with classmates and
teachers, improving my English language, my grammar and my reading so that it is easier for me to reach the end of the course. -Keep improving written and
verbal communication skills. Do not be afraid of the English barrier. Recognizes the verbal and nonverbal characteristics that portray confidence (AS)

I would like to improve my ability to collect information from patients by listening to them effectively and to provide effective education. – Continue to improve
active listening during lecture, lab and when asking questions. (AS)
I would like to improve my ability to write electronic messages in a logical manner. I would also like to maintain open communication all the time. (AS)

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(AS)
 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 (AS)

Intermediate Level:
 Prioritizes problems
 Identifies contributors to

problems
 Consults with others to clarify

problems
 Appropriately seeks input or

Guidance (AS)
 Prioritizes resources (analysis

and critique of resources)
(AS)

 Considers consequences of
possible solutions

Entry Level:
 Independently locates,

prioritizes and uses
resources to solve
problems

 Accepts responsibility for
implementing solutions

 Implements }
 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

Student functions predominantly in the beginning/intermediate/entry/post entry level
Examples of behaviors to support faculty student assessment:

● I try to see the problems I have in classes and exams and how to solve them.
● I use technology in order to find information to improve my knowledge in this branch
● Solve various problems by discussing with others.
● Determine the problems to solve by ranking the problems by urgency and importance.
● I often conduct research and use journals to solve various problems and questions.
● I am able to modify a solution depending on the available evidence and outcome.

Regarding this Professional Behavior, I would like student to improve in the following ways: try to obtain more knowledge in the branch of computing in order to
improve the class work that we must do in different formats Strong decision-making is essential at this stage. After carefully considering all your options, you
must select the best strategy for your problem and stick with your choice. – Continue to seek guidance from instructors during lecture and lab. Begin to analyze
problems to achieve solutions. Identifies possible solutions and probable outcomes (AS)

● I would wish to improve on analyzing and critiquing resources and seeking input appropriately. -– Student needs to continue to work on identifying
contributions to problems and seek input and guidance from teachers and peers. (AS)

– I would like to improve the ability to evaluate the outcomes and assess solutions again. Student will continue to independently locate, prioritize and use and
use resources to solve problems, also be able to assess and reassess the solutions for best results (AS)

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 (AS)

Intermediate Level:
 Recognizes the non-verbal

communication and emotions
that others bring to
professional interactions
(AS)

 Establishes trust
 Seeks to gain input from

others
 Respects role of others
 Accommodates differences in

learning styles as appropriate
(AS)

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 (AS)

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

Student functions predominantly in the beginning/intermediate/entry/post entry level
Examples of behaviors to support faculty student assessment:

● I try to improve my behavior day after day when it comes to interacting with teachers and classmates.
● I think that patients need to receive the best treatment and I am preparing to give them what they expect to receive from us
● There are many styles of life and I respect each one.
● Revealing any information from passers-by to personages concerned with the case is the action of unprofessional people that is why we must be

sure to which people we give information about our patient.
● I try to respect other people and listen to them to gain their input
● I interact with group members well and respect their contributions.
● I listen to team members effectively and suggest a course of action for their concerns.
● I use conflict management strategies to resolve conflicts between team members. I stay keen to the non-verbal communication cues during team

meetings.
Regarding this Professional Behavior, I would like student to improve in the following ways: maintain respect for classmates and teachers Express
yourself in the best way to achieve a better interaction between all. -Recognizes the emotions and bias that one brings to all professional interactions (AS)
I would like to improve on accommodating differences in learning styles and recognizing the non-verbal communication and emotions that others bring to
the professional interactions. – – Continue to seek out appropriate feedback from faculty, and use feedback appropriately (AS)
I would like to improve my ability to partner with other people. Even though I participate in group discussions, I am sometimes tempted to do things by
myself.
Student will begin to apply conflict management strategies when dealing with challenging interactions.(AS)

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(AS)

 Articulates limitations and
readiness to learn(AS)

 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 (AS)

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

Student functions predominantly in the beginning/intermediate/entry/post entry level
Examples of behaviors to support faculty student assessment

● I always try to be on time both in online classes and in pre-school classes.
● I do my best to keep everything clean and comfortable in the environment that surrounds me.
● I am fully responsible for any decision I make in daily life.
● I respect all the policies and rules of the program.
● Work with team members to complete various projects.
● I try my best to be sensitive when dealing with patients from diverse cultural groups.
● When a patient comes to me, I ensure that I direct him/her to the right doctor.
● I inform patients of measures and precautions they should take. I also educate them on various treatment methods and drugs.
● I am accountable to the decisions I make during class meetings.

Regarding this Professional Behavior, I would like student to improve in the following ways: continue with the best punctuality to classes, be on time at all
the events that are programmed by the teachers and require punctuality. Increase collaboration with peers and faculty (AS) Stay on top of the syllabus to
know what is coming next. Articulates limitations and readiness to learn (AS)
– I wish to improve on my ability to provide evidence-based patient care. – Turn in assignments in a timely manner demonstrating independence and

initiative (AS)
– I would like to improve my ability to look at the best interests of the patients. I would also like to advocate for evidence-based practices in healthcare.

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 (AS)

 Demonstrates awareness
of state licensure
regulations (AS)

 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 (AS)

 Discusses societal
expectations of the profession
(AS)

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

Student functions predominantly in the beginning/intermediate/entry/post entry level
.
Examples of behaviors to support faculty student assessment:

● I am always present at the meetings that the school schedules and I comply with all the orientations that I receive.
● I show respect for all teachers and classmates.

● I ensure that I show moral commitment during the clinical activities.
● I behave morally in educational activities.
● I ensure that I perform my duties within the scope of practice
● I conduct research to find reliable evidence before making crucial decisions.
● I demonstrate leadership by leading my team to conduct academic activities.

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

achieve better communication between classmates on a daily basis with the aim of sharing knowledge for future exams and class
assignments.
Seek out learning opportunities, increase motivation. Incorporate feedback into professional behaviors (AS)

I would like to improve on identifying when the input of classmates will result in optimal outcome. -student will be able to discuss societal expectations of
the physical therapy profession (AS)
I would like to improve my participation in professional organizations to achieve excellence in professional practice.
– I would also like to improve my ability to provide patient centered care. Student will begin to use evidence to guide patient treatment. (AS)

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 (AS)

 Assesses own
performance

 Actively seeks feedback
from appropriate sources
(AS)

 Demonstrates receptive
behavior and positive
attitude toward feedback

 Incorporates specific
feedback into behaviors
(AS)

 Maintains two-way
communication without
defensiveness (AS)

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 (AS)

 Provides constructive and
timely feedback (AS)

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

Student functions predominantly in the beginning/intermediate/entry/post entry level
Examples of behaviors to support faculty student assessment:

● I accept constructive criticism from teachers and classmates to improve both personally and professionally.
● know how to identify if your knowledge has increased by measuring it from the beginning to the present.
● I critique my own work to identify possible improvement areas
● I address all the feedback and criticism received on my work.
● I evaluate my skills continually.
● I ensure that multiple approaches are used when responding to criticism. The feedback I receive is used to improve my knowledge and skills.

Regarding this Professional Behavior, I would like student to improve in the following ways: try to improve each time that feedback is received and thus
achieve better grades in future activity work. Student should improve active listening skills during lecture and lab. Students needs to improve assess own
performance in class and knowledge base (AS)
I would like to improve on developing and implementing an action plan to respond to feedback. – – Incorporate specific feedback into behaviors with
action plan independently (AS)
I would like to improve my ability to ask for feedback from my team members and colleagues- Student will begin to use multiple approaches when
responding to feedback (AS)

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) (AS)

 Determines when and how
much help/assistance is
needed (AS)

 Accesses current evidence
in a timely manner(AS)

 Verbalizes productivity
and identifies barriers to
meeting productivity
standards

 Self-identifies and initiates
learning opportunities
during unscheduled time
(AS)

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 (AS)

 Identifies need for and seeks
referrals to other disciplines
(AS)

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

Student functions predominantly in the beginning/intermediate/entry/post entry level
Examples of behaviors to support faculty student assessment:

● the best way to prepare for the next day’s class is to read the character you are going to receive and so you don’t arrive without ideas of the
content.

● Know how to identify how much help you need according to your qualifications and your acquired knowledge.
● Look for evidence from various databases such as PubMed and Google Scholar.
● I collaborate with other students to identify the best current evidence to resolve a particular problem.
● I use evidence obtained through research to resolve problems
● I also gather and interpret data to help in making decisions.
● Community resources are used in discharge planning

Regarding this Professional Behavior, I would like student to improve in the following ways: know how to determine when help is needed and thus ask
teachers for extra explanations and clarify the content of the class. Student will continue to effectively use time and resources in order continue improving
his skills. Determines when and how much help is needed. continue to plan ahead / stay current with syllabus (AS).

I would also like to improve on identifying the need for and seeking referrals to other disciplines. – student should continue to …

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