Reflective Narratives by Physical Therapist Students on Their Early Clinical Experiences: A Deductive and Inductive Approach

Greenfield, Bruce; Bridges, Patricia H.; Phillips, Tami; Adams, Emily; Bullock, DeAndrea; Davis, Kristen; Nelson, Carla; Wood, Brady

doi:10.1097/00001416-201529020-00005

Cited by 13 publications

(11 citation statements)

References 45 publications

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“…Describing the dynamics of their relationship with preceptors, students remained silent when witnessing unprofessional behaviour. This finding concurs with the result of Greenfield et al (2015), who reported that PT students did not confront preceptors whom they perceived had demonstrated unprofessional behaviour. As Brainard and Brislen (2007) pointed out, this silence can be one of the primary barriers to developing professionalism.…”

Section: Discussionsupporting

confidence: 91%

“…Several studies have analyzed students' reflections in healthcare fields (e.g., Bernard et al, 2011;Furze et al, 2018;Gaufberg et al, 2010;Geddes et al, 2004;Greenfield et al, 2015;Karnieli-Miller et al, 2010;Rees et al, 2013;Rogers et al, 2012;Wald et al, 2018;Wessel & Larin, 2006;Williams et al, 2002;Wong & Trollope-Kumar, 2014). These studies aimed to develop understanding of the effectiveness of reflective writings in the development of reflective capacities, exploring ethical and professional issues that students encountered and highlighting elements of the informal and hidden curriculum during clinical placements.…”

Section: Introductionmentioning

confidence: 99%

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Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections

Parsa

Murphy

Drynan

et al. 2021

IJPBL

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Professionalism is one of the core competencies for occupational and physical therapists. However, difficulty in providing clear definitions of core professional values and behaviours makes professionalism a complex concept to teach. Most proposed frameworks for defining the concept are theoretical or have focused on the academics’ and clinicians’ perspectives; evidence from students’ experiences is lacking. The purpose of this study was to develop a framework to define the concept of professionalism from occupational therapy (OT) and physical therapy (PT) students’ perspectives through analysis of their reflections. The study was a retrospective content analysis of OT and PT students’ reflections completed during clinical placements from 2014-2015 academic years. Sixty students (30 PT and 30 OT) were randomly sampled and one anonymized reflection of each of these students was selected. The qualitative content analysis was initiated by applying a deductive approach using previously presented frameworks to define professionalism. Four themes emerged which resulted in a new framework to define professionalism from students’ perspectives. The emergent themes included the effect of context, the relational dimension, personal dimension, and societal dimension. Students considered context an overarching factor influencing all dimensions of professionalism. Although their perceptions of professionalism were comparable to other presented frameworks, they primarily focused on the relational and personal dimensions of professionalism. The results of this study indicate that OT and PT students consider professionalism as a multi-dimensional and context-specific concept. Despite understanding contextual barriers, at this stage of their professional identity development, students tried to adhere to ethics, and professional values and responsibilities.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections

Parsa

Murphy

Drynan

et al. 2021

IJPBL

View full text Add to dashboard Cite

show abstract

“…Overall, the physical therapists in this study began the process of identity work by referencing a strong, malleable professional role identity which included more than just clinical skills. Their pretransition role identity included strong communication skills, a finding consistent with prior PT research (Chan et al , 2015; Desveaux et al , 2012; Echternach, 2003; Greenfield et al , 2015; Hammond, 2013, 2016; Lopopolo et al , 2004; McGowan and Stokes, 2017; McGowan et al , 2016; Nesbit and Fitzsimmons, 2021; Stiller, 2000). Prior research also supports the ability to develop interpersonal relationships (Greenfield et al , 2015) and a focus on growth and flexibility in the physical therapist’s professional role identity (Echternach, 2003; Hammond, 2013; Nesbit and Fitzsimmons, 2021; Stiller, 2000).…”

Section: Discussionsupporting

confidence: 80%

Physical therapists’ professional role identity in the clinician to leader transition

Wiedman

2023

LHS

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Purpose The purpose of this study is to investigate how physical therapists make meaning of their professional role identity when transitioning from clinician to leadership positions. Despite the importance of professional role identity in the transition from health-care provider to health-care leader, research on this topic in physical therapy remains almost nonexistent. Design/methodology/approach A qualitative, phenomenological research approach was used in this study. Data was collected through a three-part, semistructured interview process. An open coding to focused coding process was used to analyze data and develop themes which answered the research question. Findings Physical therapists in this study engaged in identity work, making meaning of their professional role identity by referencing a professional role identity focused on more than clinical skills, accepting the role of discomfort, focusing on relationships, exercising agency over the construction of their leader identity, recognizing consistency between clinical and leader roles and establishing a professional role identity informed but no longer bound by their physical therapist identity. Originality/value To the best of the author’s knowledge, this study is the first to investigate how physical therapists make meaning of their professional role identity when transitioning into leadership positions. The findings of this study highlight uniquities in the physical therapy professional role identity and the manner in which physical therapists navigate this work role transition.

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“…e educational period of identity formation in physical therapy education addressed moral agency, 55,56 cognitive developmental approaches to professionalism, 25,[57][58][59][60] the 4component model of ethical behavior, 25,61 the RIPS model, 25 interprofessional education, and PIF. 52,[62][63][64][65][66][67] Most recently, there has been interest in the program aspects of professionalism. Shields et al 68 note that, unlike medicine, there is no way to benchmark physical therapy program outcomes for environmental aspects such as burnout, faculty professionalism, and student mistreatment.…”

Section: Teaching and Evaluatingmentioning

confidence: 99%

“…Jarvis-Selinger et al 54(pp1185-1186) explicitly address both aspects of PIF in their definition: “an adaptive, developmental process… at two levels: (1) at the level of the individual, which involves the psychological development of the person and (2) at the collective level, which involves a socialization of the person into appropriate roles and forms of participation in the community's work.” The educational period of identity formation in physical therapy education addressed moral agency, 55,56 cognitive developmental approaches to professionalism, 25,57-60 the 4-component model of ethical behavior, 25,61 the RIPS model, 25 interprofessional education, and PIF. 52,62-67…”

Section: Introductionmentioning

confidence: 99%

23rd Pauline Cerasoli Lecture Educating for Professionalism: The Science of Caring. The Art of Healing

Swisher¹

2021

JOPTE

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Although the physical therapy profession has worked tirelessly toward recognition as a true profession, we know little about best practices in educating for and evaluating professionalism. These complex and uncertain times challenge traditional notions, calling for nuanced multidimensional understandings of both collective and individual professionalism. A review of the current state of professionalism education in physical therapy, limitations of traditional reductionist notions of professionalism, and research in professionalism provides a framework for considering a multidimensional model of professionalism. By proposing a model that reconciles undermining dichotomies (such as evidence/value, individual/social, science/art, and clinical/professional), we can advance the development of alternative models of teaching professionalism. The professionalism curriculum of the future must be grounded in sound theory, a broad range of foundational and behavioral sciences, ongoing research, social values of justice and equity, a strong professional identity, and faculty committed to advancing the science and art of professionalism. It is an honor to have been selected to give the Pauline Cerasoli lecture because Polly Cerasoli was an extraordinary educator and person. I had the opportunity to meet Polly on several occasions, and others have described her professionalism as a teacher, administrator, and accreditation Team Leader. Polly lived out the meaning of professionalism and moral courage. I am grateful to the Cerasoli family for establishing this lectureship and to the Academy of Physical Therapy Educators for selecting me to present during this event named in her honor. Of course, I wish that we could be together for this event to share the rich interaction that comes with being together. However, we are fortunate be able to connect virtually. I am grateful to Texas Woman's University in Dallas and especially Dr. Ann Medley (Program Director) who was kind enough to provide the setting and technology support for this lecture. When I learned in 2019 that I had been selected for the honor of being the Polly Cerasoli lecturer, few people knew what 2020 would bring. What a year it was! Having come through the uncertain days of 2020, I have no doubt that ethics and professionalism are more important than ever.

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Reflective Narratives by Physical Therapist Students on Their Early Clinical Experiences: A Deductive and Inductive Approach

Cited by 13 publications

References 45 publications

Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections

Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections

Physical therapists’ professional role identity in the clinician to leader transition

23rd Pauline Cerasoli Lecture Educating for Professionalism: The Science of Caring. The Art of Healing

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