Fluent Essays

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 …