Defining and Addressing Student Unprofessional Behaviors from the Physical Therapy Clinical Instructors’ Perspective

Authors

Michele "Shelly" Lewis, Thomas Jefferson UniversityFollow
Nicole Biltz, Western University of Health SciencesFollow
Moyo B. TIllery, Tufts University School of MedicineFollow
Jamie Dunlap Coates, Seton Hill UniversityFollow
Tracy Ellison, Heartland Home HealthFollow
Elsa M. Drevyn, University of MiamiFollow

Abstract

Purpose: Developing professional behaviors is an integral part of health professional education. Despite physical therapy education programs’ efforts to assist student physical therapists in developing professional behaviors before entering the clinic, some students still struggle with professional behaviors during clinical education experiences. Literature describing unprofessional behaviors in the clinic and providing guidance for clinical instructors to assess and address professional behavior issues is scarce. This study was conducted to investigate the type of unprofessional behaviors student physical therapists display during clinical education experiences and to describe successful and unsuccessful strategies used by clinical instructors to address challenging behaviors. Method: A novel survey was developed and distributed to clinical instructors nationwide. The survey included clinical instructor demographic information, professional behavior issues observed in the clinic, and strategies used to address behavioral issues. The survey was completed by 240 clinical instructors from across the United States. Demographic data was analyzed via SPSS to generate descriptive statistics. Behaviors and strategies were analyzed via thematic analysis. Results: Of the 240 clinical instructors from varied practice settings who responded to the survey, 152 (61%) reported they had supervised a student physical therapist who exhibited unprofessional behaviors. Five themes were derived from the unprofessional behaviors reported: accountability, emotional intelligence, engagement, interpersonal skills, and safety. No differences were found in themes for behaviors that did or did not jeopardize the clinical education experience. Three themes emerged for successful strategies to address unprofessional behaviors: action plan development, communication, and expectation setting. Four themes emerged as unsuccessful strategies for addressing unprofessional behaviors: expectations, feedback, inaction, and information sharing. In general, direct and quick action was effective, while inaction and delay were ineffective in addressing unprofessional behavior. Subthemes and exemplar quotes show the differences between the themes. Conclusion: A high prevalence of student physical therapists’ unprofessional behavior was reported. Any unprofessional behavior may jeopardize a clinical education experience. This study’s results can guide those who place, oversee, and supervise student physical therapists in the clinic in identifying and addressing unprofessional behaviors. As some strategies were reported as both successful and unsuccessful, strategies should be individualized to each student physical therapist and situation.

Author Bio(s)

Michele “Shelly” Lewis, PT, DPT, EdD, is co-Director of Clinical Education and Associate Professor for the Department of Physical Therapy at Thomas Jefferson University in Philadelphia, PA. She is an ABPTS Board Certified Clinical Specialist in Geriatric Physical Therapy and a practicing acute care physical therapist.

Nicole Biltz, PT, DPT, is Assistant Professor for the Department of Physical Therapy Education at Western University of Health Sciences in Lebanon, OR. She is an ABPTS Board Certified Clinical Specialist in Neurologic Physical Therapy.

Moyo B. Tillery PT, DPT, former employee of Elon University, is Assistant Professor at Tufts University Doctor of Physical Therapy Program-Boston. She is an ABPTS Board Certified Clinical Specialist in Orthopaedic Physical Therapy, Fellow of the American Academy of Orthopaedic Manual Physical Therapists, and practices in outpatient adult orthopedics.

Jamie Dunlap Coates, PT, DPT is Director of Clinical Education and Assistant Professor for the Doctor of Physical Therapy Program at Seton Hill University in Greensburg, PA. She is an ABPTS Board Certified Clinical Specialist in Geriatric Physical Therapy and provides pro bono physical therapy services locally and internationally.

Tracy Ellison, PT, DPT, formerly an employee of A.T. Still University, is a practicing physical therapist for Heartland Home Health in Grand Rapids, MI. She is an ABPTS Board Certified Clinical Specialist in Neurologic Physical Therapy.

Elsa M. Drevyn, PT, DPT, is a Clinical Assistant Professor, Director of Clinical Education, and Vice Chair for Clinical Education for the Physical Therapy Department at the University of Miami in Coral Gables, FL.

Acknowledgements

The authors would like to thank the members of the expert panel who helped with survey development.

Recommended Citation

Lewis M, Biltz N, TIllery MB, Coates JD, Ellison T, Drevyn EM. Defining and Addressing Student Unprofessional Behaviors from the Physical Therapy Clinical Instructors’ Perspective. The Internet Journal of Allied Health Sciences and Practice. 2025 Jul 28;23(3), Article 16.