Professional Development Evaluation (PDE)专业发展评价（PDE）.docx

Professional Development Evaluation (PDE)Introduction Upon completion of the didactic and clinical phases of the OT curriculum, the student is expected to demonstrate the characteristics of a/an: Occupation-Centered Practitioner Ethically Grounded Professional with a Strong OT Identity Evidenced based/Scholarly Clinician Leader Change AgentThe Professional Development Evaluation is a tool designed to assist the MOT student in developing professional behaviors which are consistent with these outcomes and requirements of a practicing occupational therapist. While the graduate is the sum total of all of his/her experiences, knowledge, and training, the PDE assists in identifying important building blocks toward achievement of the desired curriculum outcomes. The student is responsible for providing evidence of specified behaviors and documenting these in a portfolio which is presented to the faculty advisor and/or faculty panel at specified times in the curriculum. The student is encouraged to continue documentation of his/her professional growth and development as accountability is required for NBCOT certification and for licensure renewal. Procedural Guidelines and Timeline Semester One:Introduction to the PDEStudents are encouraged to meet with their faculty advisor early in the semester to discuss general questions regarding the PDE process. MOT students will receive a copy of the PDE in their Leadership I course and begin collecting the documentation of the required behaviors during Semester One. The students copy of the PDE will be kept in the Leadership Portfolio, along with the evidence supporting the document. The Faculty Advisor is available as needed for individual meetings regarding professional issues. Mid-Semester Two: Fall Review The MOT student will meet with his/her advisor and another faculty member and present evidence that Basic Professional Behavior Criteria have been achieved and that Intermediate Professional Behavior Criteria are being acquired. The student brings the portfolio to a scheduled 50-minute session and receives feedback on progress from the advisor and another faculty member. If the Basic behaviors have not been fully met or a discrepancy arises between the evidence the student has provided and the collective observations of the faculty, the student will develop an action plan for completing the identified professional behavior criteria. Failure to successfully complete the action plan may result in the student being placed on probation during the third semester.(See the UT Centerscope for the guidelines for probation and dismissal)Semester Three:Spring ReviewThe MOT student will meet with his/her advisor and another faculty member and present evidence that Intermediate Professional Behavior Criteria are met and that Advanced Professional Behavior Criteria are in the process of being acquired. If the Intermediate Professional behaviors have not been fully met or a discrepancy arises between the evidence the student has provided and the collective observations of the faculty, the student will develop an action plan for completing the identified professional behavior criteria. Failure to successfully complete the action plan may result in the student being placed on academic probation. Before beginning Level II Fieldwork, the student must exhibit professional behavior (Basic and Intermediate) fundamental to successful completion of the nine months of clinical experience. (See the UT Centerscope for the guidelines for probation and dismissal)Semester Five:Self-EvaluationTwo weeks prior to the end of the third Level II fieldwork experience, the student will submit evidence of Advanced Professional Behavior Criteria met and a plan of action for meeting Advanced behaviors that may require additional life-learning experiences. Failure to provide the completed self-evaluation may result in the student receiving an incomplete which may delay graduation and eligibility to take the NBCOT exam or apply for licensure. PDE INDEX See Appendix BAPPENDIX BPDE CriteriaI.Occupation and Client-Centered PractitionerA. Basic Professional Behavior Criteria1. Openly and actively listens using appropriate non-verbal communication2. Demonstrates caring3. Remains open to differences4. Appreciates uniqueness of individuals5. Shows empathy6. Exhibits altruismB. Intermediate Professional Behavior Criteria1. Recognizes own biases2. Suspends judgmental thinking to gather insight3. Appreciates the influence of social conditions and the ethical context in which humans choose to engage4. Focuses on clients beliefs, values and goals5. Approaches each situation with holistic philosophy6. Works effectively with multiple disciplines7. Understands and appreciates the role of occupation and the importance of the balance of pleasurable, productive, and restful occupations to promote health and prevent disease and disability8. Uses the term occupation in all documentation and evaluation to articulate the role of occupation in the clients recoveryC. Advanced Professional Behavior Criteria1. Appreciates the influence of socio-cultural, socioeconomic, political, diversity factors , and lifestyle choices on engagement in occupation throughout the lifespan2. Communicates effectively with a wide range of clients, peers, and professionals both verbally and non-verbally3. Collaborates with clients and caregivers in establishing and maintaining a balance of pleasurable, productive and restful occupations to promote health and prevent disease and disability4. Inspires confidence in clients and team members5. Understands theory regarding therapeutic use of occupation and adaptation to screen and evaluate, plan and execute/implement intervention, while establishing and maintaining a therapeutic relationship with the client6. Accurately assesses client motivation to use occupation and adaptation for maximization of functional independence7. Applies theory regarding the therapeutic use of occupation and adaptation to screen and evaluate, plan, and implement intervention, while establishing and maintaining a therapeutic relationship with the clientII.Ethically Grounded Professional with Strong OT IdentityA. Basic Professional Behavior Criteria1. Gives due credit to all sources used in papers or presentations2. Respects faculty and classmates by arriving punctually for classes, meetings and fieldwork assignments 3. Displays honesty when notifying circumstances prevent attendance or when making up assignments4. Displays altruism in day to day situations5. Takes pride in profession of occupational therapy6. Refers to AOTA Code of Ethics in day to day situationsB. Intermediate Professional Behavior Criteria1. Demonstrates integrity in problem solving situations2. Values the similarities and differences of other professionals3. Articulates the benefits of OT to potential consumers4. Demonstrates appreciation for the individuals perception of quality of life, well being, and occupation.5. Values role of OTA6. Participates responsibly in all professional relationships7. Interprets AOTA Code of Ethics in day to day situationsC. Advanced Professional Behavior Criteria1. Advocates for clients who have been neglected or underrepresented in system2. Fulfills commitments to professional community3. Represents the unique perspective of occupational therapy when participating in interprofessional situations4. Assumes responsibility for professional behavior and growth, in accordance with AOTA standards5. Adheres to federal and state regulations, legislation, and statures that affect the provision of OT services6. Functions autonomously and effectively in a broad array of service models.7. Upholds AOTA Code of Ethics in practice.8. Serves as a role model for honesty, integrity and morally grounded decision makingIII.Evidenced Based/Scholarly ClinicianA. Basic Professional Behavior Criteria1. Has positive attitude toward learning2. Focuses attention on lectures and presentations by faculty, guest speakers, etc. 3. Asks appropriate questions for clarification4. Gathers information from multiple sourcestexts, observations, professional journals 5. Accepts that there may be more than one answer to a problem6. Writes legibly using correct grammar, spelling and punctuation7. Provides a list of books and journals in the reference list.8. Understands clearly the difference between the Bibliography and References9. Utilizes multiple search engines for appropriate resources10. Demonstrates awareness of international occupational therapy and rehabilitation related research11. Participates in campus wide lectures, community service hours, local and/or state meetingsB. Intermediate Professional Behavior Criteria1. Recognizes problems by using active listening and observation2. Organizes information in a systematic and manageable way3. Discerns relevant from irrelevant information4. Maintains open-mindedness while examining the information5. Cites and matches accurately single and multiple references with the reference list6. Differentiates between qualitative and quantitative information7. Demonstrates critical thinking and problem solving when drawing conclusions 8. Synthesizes more than one reference to present diverse views for support/controversy9. Implements solutions based on evidence10. Uses APA or appropriate guidelines in all scholarly work11. Reflects critical thinking and evaluation in writingC. Advanced Professional Behavior Criteria 1. Invests in the acquisition of knowledge through participation in workshops, continued education and pursuit of additional degrees.2. Is a knowledgeable consumer of global research related to occupational therapy and utilizes an evidenced based approach to practice.3. Integrates individual clinical expertise and patient values with the best available external clinical evidence from systematic research4. Applies domain of occupational therapy in gathering, evaluating, setting goals, planning, and implementing occupational therapy5. Contributes to the knowledge base of practice by mentoring students, performing research, publishing, presenting and/or teaching.6. Incorporates learning through continued education as a life long practice with the commitment to remain up-to-date and well-informedIV.Leader Change Agent A. Basic Professional Behavior Criteria1. Willingly accepts challenge2. Assumes responsibility for own actions and behaviors3. Takes responsibility for learning4. Listens and learns from others5. Participates in classroom discussion to enhance learning environment6. Exhibits professional demeanor as evidenced by posture, body language, voice tone and appearance.7. Completes assignments on time.8. Maintains two-way communication with instructors, supervisors9. Has appropriate outlets for stress10. Openly accepts ideas11. Is a self-starter12. Presence promotes a positive, caring environmentB. Intermediate Professional Behavior Criteria1. Demonstrates flexibility in unexpected situations2. Facilitates a small group effectively3. Self monitors behavior 4. Knows personal and professional limitations5. Able to work productively with authority figures 6.