Background/Purpose. Professionalism is highly valued by health care practitioners, resulting in an increased focus by education programs on explicit instruction and development of student professional behaviors (PB), skills and abilities. However, a comprehensive review of valid and reliable PB assessment instruments (PBAIs) for use in educational programs is lacking. The purpose of this systematic review is twofold 1) to identify and evaluate PBAIs available for use within professional physical therapy (PT) programs and 2) to present a PB advising model to guide student development. Methods. CINHAL, PubMed, ERIC, and ProQuest were searched from 1999 to present using key words, along with hand and grey literature searches for studies that assessed PB in PT, occupational therapy (OT), and/or speech language pathology students. Extracted data included study type, design, purpose, study characteristics and PBAI components, including descriptions of processes followed implementing the tool. The McMaster Critical Appraisal tool was used to evaluate methodological quality of studies. Results. Fourteen different PBAIs were identified for PB assessment. Five PBAIs were student self-assessment tools, 7 for use by academic or clinical faculty and 2 were both self and faculty assessment tools. Ten parameters for PB advising plans were extracted after synthesizing recommendations for use of each instrument. Discussion and Conclusion. Professional behavior assessment instruments are available for use in PT and OT disciplines. A new conceptual PB advising framework is offered. The identified PBAIs can be utilized to assess student performance and should be integrated into student advising process. Future research should focus on further validation of the PBAIs.

Current evidence supports the use of technology with older adults and the Accreditation Council for Occupational Therapy Education standards for entry-level occupational therapy programs mandate instruction on the use of technology to support occupational performance. The literature does not clearly define specific strategies to teach entry-level occupational therapy students how to implement technology interventions with older adults. The purpose of this paper is to provide OT educators with recommendations for teaching entry-level students to use evidence-based technology with older adults. The authors reviewed current literature. The recent evidence helped the authors define practical curriculum recommendations for instructing entry-level occupational therapy students to integrate technology into older adults' interventions. Recommendations include use of telehealth visits, teleconferencing, iPad applications, smart phone applications, texting, emails, and video applications. With technology continually changing, occupational therapy instructors must increase their awareness of new applications and computer programs that occupational therapists can utilize in older adult interventions to maximize knowledge translation to their students.