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Professional behavior development in...

Tsoumas, Linda J.

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Professional behavior development in physical therapy students: Perceptions of faculty and students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Professional behavior development in physical therapy students: Perceptions of faculty and students./
Author:	Tsoumas, Linda J.
Description:	308 p.
Notes:	Adviser: Barbara A. Intriligator.
Contained By:	Dissertation Abstracts International63-02B.
Subject:	Health Sciences, Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3041817
ISBN:	0493552278

Professional behavior development in physical therapy students: Perceptions of faculty and students.
Tsoumas, Linda J.

Professional behavior development in physical therapy students: Perceptions of faculty and students. - 308 p.

Adviser: Barbara A. Intriligator.

Thesis (Ed.D.)--University of Hartford, 2002.

Professional behavior development is an essential component of the entry-level education for physical therapists and is defined within the guiding documents of the American Physical Therapy Association that include the Evaluative Criteria, Normative Model, and Guide for Physical Therapist Practice. Currently enrolled students (n = 60) and faculty (n = 30) at two accredited academic programs participated in this case study. The generic abilities (May et al., 1995) were revised to include altruism, creating eleven professional behaviors under study. Using the Professional Behaviors Survey (PBS), an instrument designed by the researcher, and focus group meetings with each respondent group, quantitative and qualitative data about the professional behaviors were collected.

ISBN: 0493552278Subjects--Topical Terms:

1017921
Health Sciences, Education.

Professional behavior development in physical therapy students: Perceptions of faculty and students.
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035 $a (UnM)AAI3041817
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100 1 $a Tsoumas, Linda J. $3 1261049
245 1 0 $a Professional behavior development in physical therapy students: Perceptions of faculty and students.
300 $a 308 p.
500 $a Adviser: Barbara A. Intriligator.
500 $a Source: Dissertation Abstracts International, Volume: 63-02, Section: B, page: 0765.
502 $a Thesis (Ed.D.)--University of Hartford, 2002.
520 $a Professional behavior development is an essential component of the entry-level education for physical therapists and is defined within the guiding documents of the American Physical Therapy Association that include the Evaluative Criteria, Normative Model, and Guide for Physical Therapist Practice. Currently enrolled students (n = 60) and faculty (n = 30) at two accredited academic programs participated in this case study. The generic abilities (May et al., 1995) were revised to include altruism, creating eleven professional behaviors under study. Using the Professional Behaviors Survey (PBS), an instrument designed by the researcher, and focus group meetings with each respondent group, quantitative and qualitative data about the professional behaviors were collected.
520 $a The perceptions of the responding physical therapy students and the physical therapy faculty were similar within each site and across the sites for the following professional behaviors: commitment to learning, use of constructive feedback, problem solving, professionalism, responsibility, critical thinking, and communication skills. Faculty and students understood these behaviors and perceived the learning for these behaviors in similar ways. Other findings identified that resource management was not adequately addressed for the behavior of time and resource management. The professional behavior of stress management was not addressed within the academic programs and was left to the student to develop. Altruism was a behavior that students did not perceive that they were prepared for and the development for this behavior must be addressed with more meaningful activities and learning.
520 $a There is a broader application of this research to other disciplines that prepare students or a given profession, and then expect application in a clinical experience, such as occupational therapy, nursing, and education. The findings of this study reinforce successful teaching strategies that faculty members might employ in their courses and identification of meaningful learning activities that students can relate to. The challenge to develop entry-level education programs in physical therapy at the level of the clinical doctorate will require this broader understanding of professional behaviors and their development.
590 $a School code: 0474.
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Rehabilitation and Therapy. $3 1017926
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710 2 0 $a University of Hartford. $3 1020582
773 0 $t Dissertation Abstracts International $g 63-02B.
790 $a 0474
790 1 0 $a Intriligator, Barbara A., $e advisor
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3041817