Changes in students' perceptions of the professional role.

Abstract

The purposes of this study were to determine whether students' perceptions of the role of the physical therapist and of themselves in that role change during a two-year entry-level postbaccalaureate degree program in physical therapy, when these changes occur, and the differences between students' perceptions and those of their faculty members. A semantic differential test was completed by 14 entry-level postbaccalaureate degree students five times during the two-year program. Sixteen faculty members completed the same test twice. Perceptions relating to five concepts of the professional role of the physical therapist and to five concepts relating to self in that role were assessed. Kendall's coefficient of concordance revealed no significant change in the students' perceptions of the role of the physical therapist, but it did reveal a significant change in one of the five concepts relating to their perceptions of themselves in that role (p less than .05). A Mann-Whitney U test revealed significant differences between the students' and faculty members' perceptions for 5 of the 10 concepts. Results of the study provide information about the professional socialization of physical therapy students.