Teaching professionalism: some features in Canadian physiotherapy programs

Abstract

The role of "professionalism" is core to many health professions including Physical Therapy (PT), and the development of competence in professionalism is a key requirement of entry-to-practice PT programs. However, the actual curriculum, teaching methodologies, and evaluation methods currently used to develop professional competence during PT training programs in Canada are unclear. This study explored current teaching practices, evaluation and curricular content related to professionalism in Canadian entry-to-practice PT programs. Results showed that teaching practices related to professionalism were not necessarily congruent with methods promulgated by educational theory and relied heavily on lecture, while more appropriate strategies such as simulation and role play were under-utilized. The numbers of different teaching methods utilized for specific aspects of professionalism were variable. Emphasis on different curricular areas related to professionalism also varied: communication was given the most emphasis while change management was under-represented. It is posited that teaching methods related to professionalism could be improved and curricular content and emphasis should also be reconsidered.

Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections

“…The frequency of communication-related topics in students' reflections also echoed OT and PT professions' emphasis on this concept. Previous research has reported that topics related to communication were emphasised in the Canadian physical therapy curriculum (Murphy et al, 2018) and in PT and PT settings (Adam et al, 2011;Hudon et al, 2014).…”

Developing of Multidimensional Perspectives Checklist of Professionalism for Undergraduate Occupational Therapy Students in Assistive Technology Service: Delphi Study

“…Professionalism is an evolving, socioculturally informed, multidimensional construct that encompasses behaviors and attributes expected of an occupational therapist by society [ 1 ]. Traditionally, professionalism was considered a competence that students would gain through spending time with role models in academic and clinical fields [ 2 ]. The definition of professionalism has recently come to include professional roles, professional identity, competencies, and responsibilities that support excellence in professional practice, leading to therapist-patient relationships, patient satisfaction, and healthcare outcomes [ 3 ].…”

Competency Levels of Physical Therapists at the Health Institutions: A Cross Sectional Survey

“…Determination and understanding the current levels of PTs' competency, not only provide a baseline information upon which to further develop using educational and professional development strategies, but also help to increase the competency levels and practice standards of the PTs (1) . Physical therapy education varies across the world (2) , but the demand for high-quality post-professional education remains the same (3) . The competency-based approach emphasizes outcomes relating to graduates' abilities, knowledge, and attitudes that will enable them to function as competent experts at the national or global level (4) .…”