The Professional Development Plan: Cultivation of Professional Development and Lifelong Learning in Professional (Entry-Level) Physical Therapist Students

Abstract

Background and Purpose. Explicit education methods that promote professional socialization behaviors in physical therapist students are not well understood and have not been well researched. This paper describes one academic program's systematic efforts to encourage professional development and lifelong learning as an integral part of the professional (entry-level) curriculum, and the evaluation results of these efforts. Method/Model Description and Evaluation. The concept of the Professional Development Plan (PDP) and its requirements are introduced in the first semester of the professional program and include: (1) the student's 5-year career goal; (2) objectives to meet the goal; and (3) development of a point plan which incorporates activities designed to meet the objectives. Activities are selected from 6 categories and a certain number of PDP points need to be acquired, as progression to the final clinical block is contingent upon students' completion of all PDP requirements. Evaluation Methods and Data Collection. Two methods of evaluating the outcomes of the professional development plan program were used: activity voucher analysis and focus groups of current first- and second-year students and the most recent program graduates. Outcomes. Activities in class, program, and department functions accounted for the greatest percentage of PDP activity for all groups. Involvement in political and administrative activities accounted for approximately one fifth of PDP activities for firstand second-year students and one quarter of PDP activities for recent graduates. All groups reported the PDP encouraged them to be well-rounded physical therapists, increased their awareness of continuing education opportunities, and helped them establish a pattern of activities that would be continued after graduation. Inconsistencies or different expectations among faculty advisors and the amount of time required to complete the PDP were cited as disadvantages by all 3 groups. Discussion and Conclusion. The evaluation of the PDP program and its requirements revealed that it was making the impact on the students as it was intended.