Professional Behaviors Assessment

Student Name: Mark Dudek Internship Facility: Cincinnati Children’s Sports Medicine: Green Township

Clinical Instructor : Jen Fogle Clinical Dates : 08/21/23→ 10/20/23

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 the end of the internship, 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.

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

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

With any downtime in the clinic, I am refreshing my knowledge on common diagnosis that are seen at this clinic. Similarly, I enjoy reading new research and
attempt to utilize this evidence to try to prescribe the most effective interventions to the patients I’m seeing. I am able to conduct a thorough, but efficient chart
review and distinguish relevant from irrelevant patient data in the process. I am always open to new ideas and try to learn as much as possible from my CI during
this rotation.

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

I still have trouble identifying complex patterns and associations. Similarly, my critical thinking strategies often reach a “dead-end” when I am dealing with an
unfamiliar patient presentation. In order to improve, I could reflect in a journal about the challenging cases I’ve experienced, and what went well vs. what I could do
differently. I can also continue to perform research relevant to the patient population I am seeing, that way I can be as well-versed as possible in relevant
diagnosis/interventions for the patients on my caseload.

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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 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
❖ 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)
❖ 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
❖ 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:

I am able to maintain open and constructive communication with my peers and the other clinicians at my clinical site. I have no problem utilizing technology to
communicate, and have messaged other physicians to provide updates on particular patients. I have improved on adapting my message and patient education to
maximize learning for the particular patient—as during this clinical I have learned that the education you give to an 8-year-old will likely not be the same as that
you are giving to an 18-year-old.

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

I would like to improve with my confidence and conciseness with communication. When educating patients and their families, I often find myself rambling on for
too long or stumbling over my words when I am discussing a subject I am not 100% confident in. I can improve in this area by being more self-aware in the
moment about what I am saying, and can also rehearse certain, commonly used education pieces so that I sound concise and confident when talking to patients
and families.

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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 problems ❖ Prioritizes problems
❖ States problems clearly ❖ Identifies contributors to
❖ Describes known solutions to problems
problems ❖ Consults with others to clarify
❖ Identifies resources needed to problems
develop solutions ❖ Appropriately seeks input or
❖ Uses technology to search for guidance
and locate resources ❖ Prioritizes resources (analysis
❖ Identifies possible solutions and and critique of resources)
probable outcomes ❖ Considers consequences of
possible solutions
❖ 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
❖ 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:

Especially with familiar patients, I am able to independently problem solve when something out of the ordinary occurs with patient care. For example, if a patient is
not progressing appropriately, I first look at what I can modify with their intervention plan and HEP in order to improve outcomes. I also re-assess patient’s status
every 4 weeks to determine how they are progressing. Again, if they are plateauing, I am able to take a second to reflect and can implement an alternative solution
to help lead toward the patient’s success.

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

When thinking in the moment, I often have a difficult time evaluating the generalizability of current evident to a particular problem. Also, for unfamiliar patient’s, I
require some assistance from my CI in generating alternative solutions, particularly when a patient’s status is worsening. In order to improve in these areas, I can
try to think 2 steps ahead for all patients. For example, I can have different intervention plans prepared for patient’s depending on their current status when they
arrive to the clinic. If they were having a lot of pain, I could have an easier, more pain-relieving plan prepared vs. a more challenging, strength-oriented plan if they
were feeling good.

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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:

I have demonstrated the ability to establish trust and maintain a positive rapport with my patients throughout this clinical experience. I have had a few challenging
interactions with younger patients not wanting to participate in therapy, but I was able to resolve the issue and from that point have had no issues working with the
child. I am able to accommodate to different learning styles by providing education to children in ways that they can understand based on their age and level of
education.

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

I would like to improve on my non-verbal communication. My CI has informed me that sometimes I subconsciously scratch my beard when I am talking/educating
patients, which may come off to them as me being nervous or lacking confident. In order to come off as more confident, I am trying to be more aware of when I am
doing this and try to stop it altogether.

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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

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

Examples of behaviors to support my self-assessment:

I always take responsibility and accountability of my actions, and offer suggestions about ways I can change to prevent further issues from occurring. I encourage
patient accountability, especially with adherence to their HEP. I have not had a situation where I needed to make a patient referral to an outside healthcare
provider, but I feel I can take the appropriate steps if it were to occur. I adhere to evidence-based care and appropriately follow all post-op guidelines provided by
surgeons.

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

I can improve in this area by finding ways to provide constructive feedback to clinical programs and the university regarding ways in which systems can be
improved. I can also be more aware of situations where I should be advocating for patients, which I have not had many on my PTP III rotation. I can continue to
stay up-to-date with research in order to provide responsible, evidence-based care to all patients.

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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: Post Entry Level:
❖ Demonstrates understanding of scope ❖ Actively promotes and
of practice as evidenced by treatment of advocates for the profession
patients within scope of practice, ❖ Pursues leadership roles
referring to other healthcare ❖ Supports research
professionals as necessary ❖ Participates in program
❖ Provides patient/family centered care at development
all times as evidenced by provision of ❖ Participates in education of the
patient/family education, seeking patient community
input and informed consent for all ❖ Demonstrates the ability to
aspects of care and maintenance of practice effectively in multiple
patient dignity settings
❖ Seeks excellence in professional ❖ Acts as a clinical instructor
practice by participation in professional ❖ Advocates for the patient, the
organizations and attendance at community and society
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

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

Examples of behaviors to support my self-assessment:

During PTP III, I have gotten the opportunity to partake in many professional development opportunities. I got to attend Children’s career development day in
which I listened to presentations about the latest evidence in our field. I also got to collaborate with another student, an ortho resident, and a sports resident in
creating a presentation and presenting it in class to the UC 2nd year DPT students. At this time, I also answered questions and provided advice about how to
succeed in class and during future clinical rotations.

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

Since I only have 5 more weeks of classes as a student. I feel I can improve in my professional development by performing research and other coursework on my
own to better myself as a student clinician. During this clinical, I am realizing that there is so much more that I can learn and that there a lot of areas where I have
room for growth as a clinician. I hope to continue learning both on my own and from a mentor, and I aim to get the most out of my mentorship from the CI during
PTP IV. This fall, I also plan to apply to 2-3 orthopedic residency positions to continue this theme of professional growth.
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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:
❖ 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:

I demonstrate the ability to consistently accept constructive feedback from my CI and implement this into my practice as a student PT. I consistently seek out
feedback and suggestions from my CI and am constantly looking for ways in which I can improve. Especially during this clinical rotation, I have focused on being
able to modify the feedback I provide to patients according to their learning style. For example, an 8-year-old child likely will not understand what to do when I say
to “perform a heel raise”, so I would have to modify my instruction and feedback to meet that patient’s specific learning style. Meanwhile, a 16-year-old high level
athlete would likely understand exactly what I meant if I provided that same instruction.

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

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I would like to improve on my self-evaluation skills, both in the moment and after my interactions with patients. I often have difficulty establishing my 3 weekly
goals for growth as a student clinician. In order to improve my self-feedback skills, I can write in a weekly journal in which I continually self-reflect on my
performance in the clinic and, in turn, it will allow me to better visualize the areas I can continue to improve in.

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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 day’s
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
❖ 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
❖ 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
❖ 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:

When providing patient interventions, I attempted to best utilize both mine and the patient’s time efficiently by providing them the best possible interventions for
targeting their specific goals. For instance, using BFR training for MPFL post-op patients who are unable to tolerate heavily-weighted resistance training optimizes
the clinic’s resources for providing the most effective intervention for that patient a

I utilize any “down time” in the clinic to perform chart review, pre-chart for upcoming sessions, or read articles/study information pertinent to the current caseload. I
demonstrate flexibility with scheduling, and can adjust without issue to any sudden changes in plans.

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

I can improve upon using community resources (rec centers, fitness programs, etc.) in discharge planning. I can also improve on managing multiple patients at
once—something I did not have to do much of during this clinical, but might have to at future clinicals/jobs.

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

I have been able to recognize my internal and external stressors during this clinical rotation,and been able to actively employ any stress management techniques
when necessary. When dealing with a difficult or frustrating patient, I am able to keep my composure while trying to actively think of solutions that will allow the
patient to succeed at the task at hand. Similarly, I have been able to respond calmly when unforeseen circumstances arise. In one instance, I was working with a
patient who looked like they were about to faint. I reacted quickly and calmly to the situation and brought them over to a spot where they could lay down to recover
where I could assess vitals. After getting this chance to recover, they were eventually able to return to exercise without issues.

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

I could improve in this category by assisting others in recognizing and managing stressors and suggesting possible techniques they could implement in their lives
to aid with stress reduction. Implementing various stress management techniques would be useful to include in the POC for chronic pain patients.

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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

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

Examples of behaviors to support my self-assessment:

As previously mentioned, I utilize free time in the clinic to read research literature and study any topics where I feel I am lacking knowledge. I have attended one of
Cincy Children’s career development days where I listened to lectures about recent evidence in concussion evaluation/interventions, ACL post-op rehab, and back
evaluations. After these presentations, I have been able to modify treatments to incorporate the newly learned skills. When I am lacking treatment ideas, I routinely
consult with the other PTs or SPTs at my location. I attempt to utilize my CI’s expertise and clinical skills to gain as much as possible from this clinical experience.

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

Following the conclusion of this clinical, I would like to stay consistent with the amount of time I spend seeking and reviewing relevant literature. I can work toward
understanding PT’s role in the healthcare environment by talking to clinicians who work hand-in-hand with other disciplines, such as holistic medicine, massage
therapy, chiropractors, etc. Further down the road, I can begin to work towards clinical specialty certifications.

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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) To improve on my use of constructive feedback, self-reflection skills, professionalism, and problem solving, I will perform weekly journal reflections about my
clinical performance during PTP IV.
2) To improve upon my critical thinking, commitment to learning, and professionalism, I will read one peer-reviewed article per week and attend biweekly journal
club meetings at UC, starting next week and continue to do so over the remainder of the fall semester.
3) To improve upon my interpersonal and communication skills, I will practice commonly used patient education pieces out loud so that I will be able to better
communicate to patients in the clinic.

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

1) Once PTP IV begins, I will write in a journal at the end of each week about my challenges, successes, areas for improvement, and goals for the week ahead.
There will be no length/time requirement for the time spent journaling, I will just write whatever comes to mind at the time. This will be done to force myself to
reflect more on my performance.
2) I will read one PT-related professional article per week that is of interest to me and that pertains to the caseload I have seen or will see as a student clinician. I
will attend biweekly journal club meetings at UC’s campus led by UC DPT 2nd year students.
3) I will practice reciting common education pieces out loud, such as chronic pain neuroscience, at least 2x per week. This can be done when I am driving, going
on a walk, or at any other time I see fit.

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