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Professional Behaviors and Progress Assessment Tool

Student Name:___Alexzanda Johnson___

Year in the Program: PYI PYII PYIII Date:__10-25-15_______

Faculty Adviser Name:__Dr. Sujay Galen_____________________________


Directions:
1.Professional Behaviors
a)
b)
c)
d)
e)
f)
g)

Read the description of each professional behavior.


Become familiar with the behavioral criteria described in each of the levels.
Self-assess your performance continually, relative to the professional behaviors, using the behavioral
criteria.
Highlight or underline all criteria that describes behaviors you demonstrate in Beginning Level-B (column1),
Intermediate Level -I (column 2), and/or Entry Level E (column 3).
In the appropriate box (PYI, PYII, PYIII). Provide concrete and specific examples of the behaviors that support the
behaviors you highlighted.
Place an x along the visual analog scale, for each professional behavior, to indicate the level (B, I, or E) at which
you primarily function. This should be based on your highlighted areas and the specific examples that you
consistently demonstrate.
As you progress through the levels you are expected to continue to demonstrate the behaviors at the lower levels.
Students are expected to be at the Entry Level (E) as a PYIII. Use the same form each year to track your progress in
the program. Save a copy of the tool.

2. Academic, Psychomotor and Clinical Education Progress: Assess your overall academic, psychomotor and clinical
education progress based on self-assessment; academic, lab practical and clinical assessment; academic and clinical
instructor feedback.
3. Summary Section and Completion: Based on professional behaviors assessment and areas to improve list the goals you
have to develop your professional behaviors and the specific actions you will take to meet each goal.
By the due date, return the form to your class adviser and copy your faculty adviser. The faculty will discuss the results of
your self-assessment and provide feedback on your professional behaviors. Your class adviser will meet with you to discuss
the feedback, goals and plan of action. Following the meeting with your class adviser, sign and return the assessment tool
to the class adviser. The assessment tool will be copied with one copy for you and one for your file. Students who require a
remediation plan will meet with the class adviser to develop an appropriate plan.

1. Critical Thinking: The ability to question logically; identify, generate and evaluate elements of logical argument; recognize and
differentiate facts, appropriate or faculty inferences, and assumptions; and distinguish relevant from irrelevant
information. The ability to appropriately utilize, analyze, and critically evaluate scientific evidence to develop a
logical argument, and to identify and determine the impact of bias on the decision making process.
Beginning Level:
Intermediate Level:
Entry Level:
Asks relevant questions in class; Considers Feels challenged to examine ideas; Critically
Distinguishes relevant from irrelevant
all available information; Shares ideas with
analyzes the literature and applies it to patient
patient data; Readily formulates and
the class; Answers questions in class;
management; Utilizes didactic knowledge,
critiques alternative hypotheses and
Understands the scientific method; States
research evidence, and clinical experience to
ideas; Infers applicability of information
the results of scientific literature but has not formulate new ideas; Seeks alternative ideas;
across populations; Exhibits openness
developed the consistent ability to critically
Formulates alternative hypotheses; Critiques
to contradictory ideas; Identifies
appraise findings (i.e. methodology and
hypotheses and ideas at a level consistent with appropriate measures and determines
conclusion); Recognizes holes in
knowledge base; Acknowledges presence of
effectiveness of applied solutions
knowledge base; Demonstrates acceptance contradictions; Considers context when
efficiently; Justifies solutions selected.
of limited knowledge and experience.
formulating solutions.
PYI Specific Examples:
Place an x on the visual analog scale
- One of my friends came to me when she was having a lot of knee pain while training for the
Detroit Marathon this October. She told me that her symptoms were sharp lateral knee pain,
especially when going up and down stairs. I told her that I could tell her what structures were
in the area based on my knowledge, but that she really needed to get it looked at by a
professional because I dont have the experience or ability yet to actually diagnose.
- During our first few anatomy and surface anatomy classes, the origins and insertions for
muscles were slightly different between the textbooks, the lectures, and the software we were
using. I feel that I was able to effectively integrate the information and realize that the majority
of the problems werent really contradictions, but a different way to say the same thing. For
example, the insertion for teres major could be stated as either the medial lip of the
intertubercular groove or the crest of the lesser tubercle of the humerus and still be correct.
Instead of memorizing the exact wording of the origins and insertions, I try to visualize the
muscles on the body and make sense of the definitions to better understand the information.
PYII Specific Examples:

B
E

Place an x on the visual analog scale


B

PYIII Specific Examples:

Place an x on the visual analog scale


B

E
2

2. Communication: The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing, and listening) for varied audiences
and purposes.
Beginning Level:
Intermediate Level:
Entry Level:
Demonstrates understanding of the
Utilizes and modifies communication
Demonstrates the ability to maintain
English language (verbal and written);
(verbal, non-verbal, written and electronic) appropriate control of the communication
Uses correct grammar and spelling, legible to meet the needs of different audiences;
exchange with individuals and groups;
handwriting; Recognizes impact of verbal
Restates, reflects and clarifies
Presents persuasive and explanatory verbal,
and non-verbal communication on others;
message(s); Communicates
written or electronic messages with logical
Recognizes the verbal and non-verbal
collaboratively with both individuals and
organization and sequencing; Utilizes
characteristics that portray
groups; Collects necessary information
communication technology effectively and
professionalism; Utilizes electronic
from all pertinent individuals in the
efficiently.
communication appropriately; Maintains
patient/client management process;
open and constructive communication;
Provides effective education (verbal, nonListens actively and maintains eye contact verbal, written and electronic).
as appropriate.
PYI Specific Examples:
Place an x on the visual analog scale
- During my surface anatomy midterm practical, the proctors were instructed to act like
patients who didnt have any understanding of PT. I had to change how I gave
movement instructions so that a layman would understand what I was asking. For
example, when I was on the scapula station, to contract the rhomboids, I asked the
proctor to gently squeeze her shoulder blades together instead of telling her to retract
her scapula.
- For a group project for Neuroanatomy, instead of sending the PowerPoint presentation
back and forth between group members, I set it up so that we could use GoogleSlides
to work on the presentation more collaboratively. The Google technology allowed us to
all work on the PowerPoint together, see changes in real time, and chat about our ideas
without having to set up multiple meeting times.
PYII Specific Examples:

Place an x on the visual analog scale

B
PYIII Specific Examples:

Place an x on the visual analog scale

E
3

3. Problem Solving: The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate
outcomes.
Beginning Level:
Intermediate Level:
Entry Level:
Recognizes problems; States problems
Prioritizes problems; Identifies contributors Independently locates, prioritizes and uses
clearly; Describes known solutions to
to problems; Consults with others to clarify resources to solve problems; Implements
problems; Identifies resources needed to
problems; Appropriately seeks input or
solutions; Accepts responsibility for
develop solutions; Searches for and
guidance; Prioritizes resources (analysis
implementing solutions; Reassesses
locates appropriate resources; Identifies
and critique of resources); Considers
solutions; Evaluates outcomes; Modifies
possible solutions and probable outcomes; possible solutions and consequences of
solutions based on the outcome and
Seeks help from faculty adviser if there is
possible solutions.
current evidence; Evaluates
an issue which affects progression through
generalizability of current evidence to a
the PT program.
particular problem.
PYI Specific Examples:
- When studying for the surface anatomy midterm, I realized that I needed to practice
more at home, but it was difficult for me because I didnt really have a good surface to
practice on. I solved this problem by buying a portable massage table so that while I
was practicing, I felt like I was in a more clinical setting. I feel like this has really helped
me and allows me to better practice my positioning than trying to palpate my subject on
a low couch or in an armchair.
- I came down with mono near the end of the semester that forced me to miss a week
of class, including a group presentation for Foundations of Physical Therapy. As soon
as I found out I had mono over Thanksgiving break, I emailed my advisor, my
presentation group, and Dr. Maher to find a solution. Instead of burdening my group by
having them perform my portion of the presentation on short notice, I was able to solve
the problem be recording a voice-over on my slides. This way, I was still able to
participate in the presentation, even though I couldnt be in class.
PYII Specific Examples:

Place an x on the visual analog scale

Place an x on the visual analog scale

B
PYIII Specific Examples:

Place an x on the visual analog scale

4. Interpersonal Skills: The ability to interact effectively with patients, families, colleagues, other health care professionals, and the
community in a culturally aware manner.
Beginning Level:
Intermediate Level:
Entry Level:
Maintains professional demeanor in all
Recognizes and interprets others nonDemonstrates active listening skills and
interactions; Communicates with others in verbal communication and modifies own
reflects back to original concern to
a respectful and positive manner;
communication accordingly; Establishes
determine course of action; Responds
Respects personal space, differences in
trust; Seeks to gain input from others;
effectively to unexpected situations;
personality, culture, lifestyle and learning
Accommodates differences in learning
Demonstrates ability to build partnerships;
styles during interactions with all persons;
styles as appropriate; Demonstrates
Applies conflict management strategies
Maintains confidentiality in all interactions; interest in patients as individuals;
when dealing with challenging interactions;
Introduces self to others in academic and
Recognizes the emotions and bias that
Recognizes the impact of non-verbal
professional settings; Acknowledges
one brings to all professional interactions;
communication and emotional responses
others, respects their role and is
Projects appropriate level of confidence for during interactions and modifies own
courteous.
level of skill and knowledge.
behaviors as appropriate.
PYI Specific Examples:
Place an x on the visual analog scale
- When attending the MPTA Eastern District Meeting in October, I introduced myself to
some of the other students from Oakland University. We spent some time discussing
B
x
I
E
how our programs were similar and different from the perspectives of first year students.
It was a really good experience to discuss our different learning styles and why we
chose our programs over others while still respecting the other persons choices.
- In surface anatomy, when we started working in the pelvic and gluteal regions, it was
very important to communicate with our partner and act professional while palpating. I
made sure my partner knew exactly what I was going to do before I did it. For example,
when locating the ischial tuberosity, I told her, I am going to find a bony structure in the
back side of your buttocks. Is that that ok with you? Even though we are classmates
all working towards the same goal, it is still important to make sure they are comfortable
with the palpation.
PYII Specific Examples:

Place an x on the visual analog scale

B
PYIII Specific Examples:

Place an x on the visual analog scale

E
5

5. Responsibility: The ability to be accountable for the outcomes of personal and professional actions and to follow through on
commitments that encompass the profession within the scope of work, community and social responsibilities.
Beginning Level:
Intermediate Level:
Entry Level:
Demonstrates punctuality; Assumes
Displays awareness of and sensitivity to
Educates patients as consumers of health
responsibility for actions; Follows through
diverse populations; Completes projects
care services; Promotes patient
on commitments; Recognizes and can
without prompting; Delegates tasks as
accountability; Directs patients to other
states limitations of knowledge and
needed; Collaborates and fulfills
health care professionals as needed; Acts
experience; Be prepared and responsive
responsibilities with team members,
as a patient advocate; Engages in
to all learning opportunities; Actively
patients and families; Provides evidenceevidence-based practice in health care
participates in class, lab and clinic.
based patient care; Provides a safe and
settings; Accepts responsibility for
Properly use and care for equipment;
secure environment for patients; Offers
implementing solutions; Demonstrates
Assists with pick up/clean up of lab and
and accepts help as needed.
accountability for all decisions and
clinic; Abides by all policies of academic
behaviors in academic and clinical
program and clinical facility.
settings.
PYI Specific Examples:
Place an x on the visual analog scale
- I signed up to volunteer at the S.A.Y. clinic before I realized that the day I had
scheduled was during a busy week with exams in both anatomy and neuroanatomy.
B
x
I
E
Instead of backing out of my commitment, I made sure I scheduled enough time to
study throughout the week so that I could use my couple hours at the S.A.Y. clinic as a
study break.
- I work really hard to be on time for class, and I havent been late yet. I make sure that I
check the traffic while I am getting ready for class and give myself plenty of time to get
to the school. One day when driving to class, there was an accident on I-75 where a
semi truck flipped over and closed the entire road, but even though I was struck in
heavy traffic and rerouted, I still made it to class with time to spare because I had left
my house earlier than is necessary with normal traffic.
PYII Specific Examples:

Place an x on the visual analog scale

B
PYIII Specific Examples:

Place an x on the visual analog scale

E
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6. Professionalism: The ability to exhibit appropriate professional conduct and to represent the profession effectively while
promoting the growth/development of the Physical Therapy profession.
Beginning Level:
Intermediate Level:
Entry Level:
Abides by all aspects of the academic
Identifies positive professional role models Demonstrates understanding of scope of
conduct policy, Core Values of the
within the academic and clinical settings;
practice, referring to other healthcare
Profession and the APTA Code of Ethics;
Acts on moral, ethical and professional
professionals as necessary; Provides
Demonstrates awareness of state
commitment during all academic and
patient & family centered care; Seeks
licensure regulations; Projects
clinical activities; Recognizes societal
excellence in professional practice by
professional image; Attends professional
expectations of the profession and
participation in professional organizations
meetings; Demonstrates
promotes the profession; Appropriately
and in activities that further
cultural/generational awareness, ethical
promotes behaviors that reflect a doctoring education/professional development;
values, respect and continuous positive
profession to guide societal expectations;
Utilizes evidence to guide clinical decision
regard for all classmates, academic and
Seeks out and values input of classmates, making following guidelines for best
clinical faculty/staff, patients, families, and co-workers and other healthcare
practices; Discusses role of physical
other healthcare providers; Maintains
professionals.
therapy within the healthcare system;
patient dignity.
Demonstrates leadership in collaboration
with both individual and groups.
PYI Specific Examples:
Place an x on the visual analog scale
- I attended the MPTA Eastern district meeting this October to learn about the legislative
priorities of Michigan Physical Therapists. It was extremely interesting to hear the
experts discuss the Chiropractors House Bill in order to better understand what is
currently going on in our profession. I was also sure to send the form letter to my House
Representative to oppose the bill and I had both of my parents do the same.
- For our surface anatomy midterm, I was sure to wear professional attire and my
Wayne State name badge. I also made sure my hair was controlled and my make up
was subtle in order to convey a professional appearance for our proctors.
PYII Specific Examples:

Place an x on the visual analog scale

B
PYIII Specific Examples:

Place an x on the visual analog scale

E
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7. Constructive Feedback: The ability to seek out and identify quality sources of feedback, reflect on and integrate the feedback, and
provide meaningful feedback to others.
Beginning Level:
Intermediate Level:
Entry Level:
Demonstrates active listening skills;
Critiques own performance accurately;
Independently engages in a continual
Reflects on and assesses own
Responds effectively to constructive
process of self evaluation of skills,
performance; Able to state strengths and
feedback; Utilizes feedback when
knowledge and abilities; Seeks feedback
areas to improve; Actively seeks and
establishing professional and patient
from patients/clients and peers/mentors;
provides feedback; Demonstrates
related goals; Develops and implements a Readily integrates feedback provided from
receptive behavior and a positive attitude
plan of action in response to feedback;
a variety of sources to improve skills,
toward feedback; Incorporates specific
Provides specific, positive, constructive
knowledge and abilities; Uses multiple
feedback into behaviors; Maintains twoand timely feedback.
approaches when responding to feedback;
way communication without
Reconciles difference s tactfully; Modifies
defensiveness.
instruction to optimize patient outcomes.
PYI Specific Examples:
Place an x on the visual analog scale
- While practicing for surface anatomy, Dr. Pepin commented that my posture was
causing internal rotation of my humerus and causing my pectoralis minor to be
B
x
I
E
extremely tight. Instead of being embarrassed or defensive, I then asked her if she
could show me some stretches to help with my pec minor. I have been working on
completing those stretches consistently and have been trying to focus on maintaining a
good posture during my daily activities as well as in our surface anatomy lab.
- When preparing for the Basic Patient Care practical exam, I found I was having trouble
with the standing pivot transfer. In a group of three, I had one of my classmates watch
while I attempted the transfer on another. Through the transfer, I had both classmates
given me feedback on how I might better position the patient and myself for the transfer.
I took their feedback seriously and afterwards was more confident in performance of the
transfer.
PYII Specific Examples:

Place an x on the visual analog scale

B
PYIII Specific Examples:

Place an x on the visual analog scale

8. Effective Use of Time and Resources: The ability to manage time and resources effectively to obtain the maximum possible
benefit
Beginning Level:
Intermediate Level:
Entry Level:
Comes prepared for the days activities &
Utilizes effective methods of searching for Uses current best evidence; Collaborates
responsibilities having completed all
evidence for practice decisions; Shares
with members of the team to maximize the
assignments and reading; Identifies and
knowledge in class discussion and in
impact of treatment available; Has the
works within resource limitations (i.e.
response to questions; Collaborates with
ability to set boundaries, negotiate,
information, time, experience); Determines classmates appropriately; Demonstrates
compromise, and set realistic
when and how much help/assistance is
flexibility; Plans ahead to complete
expectations; Gathers data and effectively
needed; Completes assignments on time;
assignments; Works effectively as part of a interprets and assimilates the data to
Seeks assistance if having difficulty; Uses group or team; Self-identifies and initiates
determine plan of care; Utilizes community
time in the classroom and lab effectively
learning opportunities; Continuously
resources in discharge planning; Adjusts
and fully; Changes partners during lab
reviews and integrates course material;
plans, schedule etc. as patient needs and
sessions to optimize learning; Identifies
Demonstrates respect for others time and
circumstances dictate; Meets productivity
and works with classmates to study and
commitments.
standards of facility while providing quality
practice lab techniques; Develops
care and completing required work
graduate level study habits and discipline.
activities.
PYI Specific Examples:
Place an x on the visual analog scale
-I have altered my study style since undergrad. Instead of trying to cram the day before
the exam, I allot myself a certain amount of time each week to review information from
each of my classes. This really helped when we had both Neuroanatomy and Clinical
B
x I
E
Anatomy exams in the same week. Instead of feeling overwhelmed by the massive
amount of information on the exams, I already had a good grasp on the knowledge and
just had to review what I already knew.
- I like to make my flashcards for muscle origins, insertions, innervations, and actions
electronically and keep them on my phone so that I always have them with me. This
way, I can use the time I spend waiting in line at the grocery store or sitting in the car in
a more productive way.
PYII Specific Examples:

Place an x on the visual analog scale

B
PYIII Specific Examples:

Place an x on the visual analog scale

E
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9. Stress Management: The ability to identify sources of stress and to develop and implement effective coping behaviors; this
applies for interactions for: self, patient/clients and their families, member of the health care team and in
work/life scenarios.
Beginning Level:
Intermediate Level:
Entry Level:
Recognizes own stressors; Recognizes
Actively employs stress management
Demonstrates appropriate affective
distress or problems; Seeks assistance as techniques; Reconciles inconsistencies in
responses in all situations; Responds
needed; Maintains professional demeanor the education and healthcare; Maintains
calmly to urgent situations with reflection
in all situations; Organizes and plans
balance between professional and
and debriefing as needed; Prioritizes
school, work and personal activities to
personal life; Accepts constructive
multiple commitments; Reconciles
manage stress; Seeks to develop stress
feedback and clarifies expectations;
inconsistencies within professional,
management techniques; Asks questions
Establishes outlets to cope with stressors. personal and work/life environments;
to clarify expectations.
Demonstrates ability to defuse potential
stressors with self and others.
PYI Specific Examples:
Place an x on the visual analog scale
- When I get stressed, I use physical activity to unwind. When we had multiple exams in
one week, I made sure I organized my schedule so that I could take a study break by
B
x I
E
playing on our IM soccer team and going for short runs. I know that if I sit in one place
too long, I get more stressed out, so by taking those mental and physical breaks, I am
better able to manage my stress levels.
- When I was diagnosed with mono, I got really stressed that I was missing class so
close to the end of the semester. However, I communicated with my professors as soon
as I found out I would have to miss a week of classes and they were all very
understanding and able to help me ensure I would not fall behind. Early and effective
communication in this kind of situation was able to help me significantly reduce my
stress and help me recover faster.
PYII Specific Examples:

Place an x on the visual analog scale

B
PYIII Specific Examples:

Place an x on the visual analog scale

10

10. Commitment to Learning: The ability to self direct learning to include the identification of needs and sources of learning; and to
continually seek and apply new knowledge, behaviors, and skills.
Beginning Level:
Intermediate Level:
Entry Level:
Asks questions in class; Identifies and
Takes responsibility for areas where own
Respectfully questions conventional
locates appropriate learning resources;
knowledge base is lacking in order to
wisdom; Formulates and re-evaluates
Identifies own learning needs based on
augment learning and practice; Applies new
position based on available evidence;
previous experiences; Verbally states own information and re-evaluates performance;
Demonstrates confidence in sharing
thoughts and offers ideas in class;
Accepts that there may be more than one
new knowledge; Modifies programs and
Demonstrates a positive attitude toward
answer to a problem; Recognizes the need
treatments based on newly-learned
learning; Does not use cell phone or
to and is able to verify solutions to problems; skills and considerations; Consults with
engage in social media while in class;
Reads articles critically and understands
other health professionals and physical
Pays attention and participates in class.
limits of application to professional practice;
therapists for treatment ideas.
Transfers and applies knowledge across
courses.
PYI Specific Examples:
Place an x on the visual analog scale
- I love being able to apply knowledge from previous classes and experiences to my
current classes. I kept almost all of my relevant textbooks from undergrad, and they have
B
x
I
E
been great resources to look back on in order to add to the current content. For example, I
took a neuroanatomy class in undergrad that used a really nice atlas, so I use it and my
notes from that class to help me recall and better understand Dr. Galens PT 5400 class.
-When studying for surface anatomy, I have realized that there is usually more than one
way to palpate a structure. Even if a specific technique was shown in class, there may be
different ways to accomplish the same palpation in different situations. For example, when
palpating the triceps, we were shown the technique while lying down, but I found it could
also be felt nicely with the patient seated. Depending on the situation and other structures
I need to palpate, it is good for me to be competent at both ways so that I can avoid
constantly repositioning my patient if possible.
PYII Specific Examples:

Place an x on the visual analog scale


B

PYIII Specific Examples:

Place an x on the visual analog scale


B

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ACADEMIC PROGRESS: How do you feel you are progressing through the program academically?
Areas of strength (include examples):
- I feel that I am a pretty good at testing. I did fairly well on our first anatomy exam with around a 93%. While taking the
test I read the question first and tried to answer before looking at the possible answers. This way of testing usually works
well for me. If I dont know the answer for sure, I am normally able to narrow it down to at least a choice of two answers
with confidence.
Areas needing improvement (include examples):
- I need to be more active in class. I normally know the answer when questions are asked in class, but it is difficult for me
to speak up in a lecture type setting. I know this is something that is important for my development and I need improve on
my ability to speak up, especially when I am confident in my answer.
PSYCHOMOTOR SKILLS: How do you feel your psychomotor skills are progressing?
Areas of strength (include examples):
- I feel that I am good at identifying structures in our cadaver lab. I had a really good cadaver lab in undergrad that I also
helped to TA for one semester. I feel like this background has helped me in the labs so far, but I have also further
developed the skills to identify and feel the differences between structures like muscles, tendons, nerves, and vessels.
Areas needing improvement (include examples):
- I need to improve my confidence when palpating structures in surface anatomy. Academically, I almost always know
where the structure I am palpating is supposed to be, but Im not always sure if I am really feeling the direction of the
muscle fibers or if I am feeling the right muscle contract. I just need more practice to become more proficient and
confident in my palpation skills.

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CLINICAL EDUCATION PROGRESS: How do you feel you performed on your clinical experiences:
(Clinical visits, PT 681 or PT 682)
Areas of strength (include example):
- I have visited the S.A.Y. clinic once, but I do not have much clinic experience other than that. I feel like while I was at
the S.A.Y. clinic I was able to observe well and associate some of the patients ailments with terminology I had learned
previously. For example, when a patient had a referral for Sciatica, I could relate it back to both clinical and surface
anatomy to visualize the nerve and the muscles surrounding the nerve that may be involved.
Areas needing improvement (include examples):
- Overall, I would like to improve my clinical skills and gain more clinical experience because this is something I have not
done much. At this point, I am excited about getting more involved in clinical settings next semester so that I can have a
better idea of what I need to work on more specifically.

Summary
Based on my Professional Behaviors, Progress Assessment and areas needing improvement I am setting the following
goals:
- I would like to improve my confidence and competence with palpation in surface anatomy by the time of my final
practical this semester.
- I need to improve my willingness to speak up in class by gradually answering and asking more questions as the
year progresses. This is something that Ive struggled with since I was in elementary school.
To accomplish these goals, I will take the following specific actions:
- For surface anatomy, I will study the muscles origins, insertions, and actions for at least 2 hours outside of class
per week so that I can better visualize where they are supposed to be located in the body without frequently
referring to the book. I will also practice outside of class time at school on my classmates and at home on my
roommate and boyfriend at least 2 times per week after the midterm, progressing to daily palpation in the week
before the final practical.
- In order to speak up more in class, I should start with making sure I have a good grasp on the information
presented so that I am more confident in my answers. I will answer questions in class at least 2 times per week
when I am confident of the answer to improve my in-class participation. When I meet this goal at least 2 weeks
in a row, I will progress to answering or asking questions in class at least 3 times per week.

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Faculty Feedback:

PYI: Adviser and student meeting date:____________________


Student Signature: _______________________________

Faculty Adviser Signature:

_____________________

PYII: Adviser and student meeting date:____________________


Student Signature: ____________________________

Faculty Adviser Signature: _____________________

PYIII: Adviser and student meeting date:____________________


Student Signature: ______________________________

Faculty Adviser Signature: _____________________

**Professional Behaviors were developed by Warren May, Laurie Kontney and Annette Iglarsh (2010)as an update to the Generic Abilities. Form
developed by K. Thompson Oakland University. 2012.

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