A Model for Teaching and Assessing Core Values Development in Doctor of Physical Therapy Students

Abstract

Background and Purpose. The American Physical Therapy Association describes 7 core values that underpin the professional skills required for the Doctor of Physical Therapy (DPT) degree. Physical therapist educators are challenged to design innovative pedagogy that facilitates student awareness of the core values, which are crucial for effective patient care. This paper examines the impact of a model designed to teach and assess core values development in DPT students. Method/Model Description and Evaluation. The model, implemented in the classroom, combines standardized patients (SP), online communities of practice, and reflection. SP cases were developed using input from clinical instructors (CI) who identified desired professional skills for clinical education (CE) students. Eighty-one DPT students participated and outcomes were assessed using the Professionalism Physical Therapy Core Values (PPTCV) instrument, the Work Self Efficacy Inventory (WS-Ei), and reflective papers. Outcomes. Participation in the model resulted in an increase in post-intervention scores for both the PPTCV and WS-Ei. However, PPTCV scores decreased following CE. Student reflective papers high-lighted personal awareness of the core values, learning experienced, and need for feedback. Discussion and Conclusion. The model supports the development of increased awareness of the core values and confidence for assuming the role of practicing PT in students post SP intervention. Reduction in the PPTCV scores post CE could be attributed to a more realistic self-assessment of professionalism upon entering the clinic. Reflection, a critical element of the model, allowed students to articulate their learning and awareness of the core values in action. Students valued the “360 degrees” of feedback afforded by the model as it related to their development as professionals. CI reflective comments did not support increased student confidence for entering the clinic. Additional research is indicated to examine the model's longitudinal effectiveness for promoting and sustaining core values development.