A Model for Teaching and Assessing Core Values Development in Doctor of Physical Therapy Students

Abstract

Background and Purpose. The American Physical Therapy Association describes 7 values that underpin the professional skills required for the Doctor of Physical Therapy (DPT) degree. Physical therapist educators are challenged to design innovative pedagogy that facilitates student awareness of the values, which are crucial for effective patient care. This paper examines the impact of a model designed to teach and assess values development in DPT students. Method/Model Description and Evaluation. The model, implemented in the classroom, combines standardized patients (SP), online communities of practice, and reflection. SP cases were developed using input from clinical instructors (CI) who identified desired professional skills for clinical education (CE) students. Eighty-one DPT students participated and outcomes were assessed using the Professionalism Physical Therapy Core Values (PPTCV) instrument, the Work Self Efficacy Inventory (WS-Ei), and reflective papers. Outcomes. Participation in the model resulted in an increase in post-intervention scores for both the PPTCV and WS-Ei. However, PPTCV scores decreased following CE. Student reflective papers highlighted personal awareness of the values, learning experienced, and need for feedback. Discussion and Conclusion. The model supports the development of increased awareness of the values and confidence for assuming the role of practicing PT in students post SP intervention. Reduction in the PPTCV scores post CE could be attributed to a more realistic self-assessment of professionalism upon entering the clinic. Reflection, a critical element of the model, allowed students to articulate their learning and awareness of the values in action. Students valued the 360 degrees of feedback afforded by the model as it related to their development as professionals. CI reflective comments did not support increased student confidence for entering the clinic. Additional research is indicated to examine the model's longitudinal effectiveness for promoting and sustaining values development. Key Words: Professionalism in physical therapy, Core values, Standardized patients, Reflection, Communities of practice, Physical therapist education. BACKGROUND AND PURPOSE Successful transition from academia to the workplace requires that college graduates acquire technical competence in their field as well as the ability to interact effectively with people.1-4 To assure that physical therapists are prepared for clinical practice in the 21st century, the American Physical Therapy Association's (APTA) has identified the Doctor of Physical Therapy (DPT) degree as the professional (entry-level) degree for the profession.5 Successful DPTs require integration of knowledge, clinical skills, and professional skills as today's health care system is complicated and the expectation for excellence is high.5-13 As part of the Strategic Plan for Transitioning to a Doctoring Profession, APTA identified 7 values that underpin the professional skills comprising the DPT: accountability, altruism, compassion and caring, excellence, integrity, professional duty, and social responsibility.6 In 2003, the values were recognized by APTA as a core document on professionalism 6(p2) Simultaneously, APTA adopted the Professionalism in Physical Therapy Core Values (PPTCV) instrument. The PPTCV allows an individual to self- assess values awareness, personal strengths, and/or areas for growth.14 Debate exists about the effectiveness of current pedagogical strategies for educating students in professional programs, given the current demands for ethical, practical, and cognitive skill development.2,4,13 Physical therapist (PT) faculty members are encouraged to use innovative educational approaches to effectively teach student development of professionalism critical for service to patients.12,15 In the 2009 Pauline Cerasoli lecture, Bella May challenged PT educators to integrate professional issues into curricula to assist with professional role formation. …