Intellectual/conceptual abilities are necessary for the synthesis and application of specific knowledge and skills in academic, laboratory and fieldwork settings. A student must be able to: Retain facts. Synthesize information. Reason logically. Measure and analyze clinical data. Apply relevant knowledge, concepts, and data to the practice of physical therapy. Develop and exhibit a sense of professional standards, medical ethics, and pertinent law. Motor skills are essential for the manipulation of instruments or tools and for safely and effectively assisting or teaching patients/clients. A student must have the physical strength and coordination to efficiently and effectively: Participate in laboratory activities. Perform CPR procedures. Lift and assist patients/clients. Perform specific clinical procedures (e.g. examination, manual interventions). Behavioral and Social Skills are necessary for the development and maintenance of mature and effective interpersonal relationships with other students, faculty, colleagues, and patients. A student must be able to: Tolerate physically and emotionally stressful workloads. Function effectively under pressure. Adapt to changing environments. Remain flexible and function in the face of the uncertainties inherent in the clinical setting. Provide physical therapy services to individuals of diverse cultures, age groups, socioeconomic groups and challenges without bias.
Classroom Professional Behaviors Assessment Rubric* Professional Behavior Level 1 (Does not meet expectations) Level 2 (Meets expectations) Level 3 (Exceeds expectations) Interpersonal Skills Cooperates and collaborates with classmates Does not engage in conversation or only responds to prompts by others Engages in conversation and works jointly with others Engages all members of a group in conversation; leads others to reach a common goal Maintains a teachable attitude Does not demonstrate willingness to learn as evidenced by not asking/responding to prompts Demonstrates willingness to learn by asking questions and responding to prompts in a receptive manner Demonstrates willingness to learn by asking/responding to prompts, engaging other classmates in learning, and approaching classroom learning experiences positively; seeks suggestions for improvement Respects boundaries with faculty, staff and classmates Displays harassing or interrupting behaviors toward faculty or peers (this may be perceived through voice tone, facial expression or body language) Displays respectful and attentive behaviors toward faculty, and peers Displays respectful and attentive behaviors toward faculty and peers; supports and encourages positive group behaviors Shows compassion toward faculty, staff, classmates, and patients Demonstrates insensitivity toward others, as evidenced by verbal and/or nonverbal actions Is sensitive toward others Is sensitive toward others and offers assistance in taking additional responsibility Exhibits integrity and responsibility in all interactions Does not fulfill or struggles to fulfill assigned duties/roles within group or individual activities; is not forthcoming and timely when expectations for duties cannot be met Fulfills assigned duties/roles within group and individual activities; is forthcoming and timely when expectations for duties cannot be met Fulfills assigned duties/roles within group and individual activities in a timely manner; acknowledges full responsibility for duties
Demonstrates commitment to uphold ethical principles Demonstrates behaviors that are inconsistent or incongruent with APTA ethical standards; or there are Repeated instances of unethical behavior, even after feedback of APTA ethical standards; may need to be reminded of rules Exemplary ethics; conscientious of ethical practices and holds others accountable also Verbal Communication Gives and receives constructive feedback Does not offer constructive feedback to others in a positive manner; is unreceptive or argumentative about feedback Offers constructive feedback to others in a positive manner; is receptive to feedback and seeks feedback Offers constructive feedback to others in a positive manner; readily requests, receives feedback from instructors and Takes into consideration the dignity, diversity of culture, ethnicity, religion, and sexual orientation of others Negatively highlights an individual’s diversity in classroom scenario or other situations by using degrading language or behavior Respects an individual’s diversity in classroom scenarios and situations by phrasing comments or feedback in a tactful manner Respects an individual’s diversity in classroom scenarios and situations by phrasing comments or feedback in a tactful manner; promotes how diversity is taken into consideration for providing patient care or in managing other interactions Uses appropriate voice, professional vocabulary and language Speaks inaudibly, rudely or sarcastically; language choices may be limited, frequently uses slang or jargon, including many interjections; does not practice use of professional vocabulary or consistently mispronounces professional terms Speaks with focus and effectively utilizes professional vocabulary; uses interjections in limited and appropriate settings Speaks with clear focus and proper style, using appropriate voice and professional vocabulary and language; uses no interjections Non-verbal Communication Elicits relevant information using focused listening skills Does not listen to others’ perspectives or does not allow others to finish their input Listens to others’ perspectives and allows others to finish input Solicits and listens to others’ perspectives, allows others to finish their input; is able to summarize relevant key points Communicates using appropriate Uses little or no eye contact; uses no nonverbal listening Maintains eye contact and uses reinforcing nonverbal listening and Maintains eye contact, uses appropriate body language; uses
nonverbal skills, including eye contact and body language responses, and displays inappropriate body language during class sessions; inconsistent in attitudes, including disinterest, moodiness or melodramatic behaviors appropriate body language reinforcing nonverbal listening responses; has an engaged, eager attitude; is an excellent representative of self, department and profession Exhibits an understanding and respect for the contributions of others Does not clearly display attention and does not use body language that signifies listening to others when they are presenting or sharing information; expresses disregard for others’ contributions or does not seek to gain understanding Clearly displays eye contact and other nonverbal signs of attention and listens to others when they are presenting or sharing information; engages to express respect for others’ contributions Clearly displays eye contact and other nonverbal signs of attention and listens to others when they are presenting or sharing information; responds to acknowledge and respect contributions of others; encourages the same behaviors in others; encourages participation of others and fosters environment of teamwork Class Preparation Prepares assigned readings and activities to class Demonstrates lack of preparation for demonstrates limited use of resources; is unable to answer questions or relate readings/assignments to class discussions; has not completed assigned tasks or has given minimal attention to the task Demonstrates preparedness by relating readings/assignments to class discussions; may not know answers, but is able to express a thought or opinion; has completed assigned tasks with sufficient detail Demonstrates preparedness by relating readings/assignments to class discussions; usually knows answers, and is able to demonstrate critical thinking through expression of thought or opinion; has completed assigned tasks thoroughly Utilizes resources, credits sources and admits errors in presenting information Does not use credible resources or credit sources of evidence; cannot admit error or incorrect information Uses credible resources, including some not directly provided by the instructor; credits sources of evidence; admits errors and incorrect information and corrects them Uses credible resources, and consistently seeks additional resources; credits sources of evidence; does not display errors and does not cite incorrect information Demonstrates knowledge in Does not convey understanding of material Summarizes material Summarizes material, and relates it to past or
discussing material potential professional experiences; Analyzes, explains and discusses physical therapy knowledge as it applies to effective patient care Does not apply facts to realistic concepts; does not summarize relevant material to correctly convey understanding Applies facts to realistic concepts; summarizes relevant material in a correct, explanatory manner Applies facts to realistic concepts; summarizes material in correct explanatory manner; explains integrated concepts in a succinct manner Initiative Does not demonstrate initiative; requires direction to seek out and use resources Takes own initiative, requiring little direction to refer to or use resources Takes initiative to demonstrate use of resources and to seek out further guidance as needed Self-Assessment Monitors leading or allowing others to lead a discussion Does not contribute to collaborations, taking advantage of collaborators; alternatively, dominates discussions without giving others a chance to lead Makes contributions when interested in a topic or when convenient Brings skilled contributions to a discussion and turns leading or allowing others to lead a discussion Demonstrates self-reflection Displaces responsibility; lack of self-awareness of strengths/weaknesses; or recognizes them but is resistant to change Can articulate strengths/weaknesses, but may need help to address them Independently and actively improves weaknesses and incorporates strengths