A Model for Professionalism Evaluation: Using the RISE Assessment Tool Across DPT Didactic and Integrated Clinical Education

Authors

Rebecca Edgeworth Ditwiler, University of South FloridaFollow
Laura Lee Swisher, University of South FloridaFollow
Barbara Reddien Wagner, University of South FloridaFollow
Stephanie Ann Anderson, University of South Florida, Graceland UniversityFollow

Abstract

Purpose: There are limited options for professionalism evaluation during short term clinical experiences in physical therapy education. The purpose of this report is to describe the development of a new assessment tool (RISE) [Respect for Others, Integrity & Compliance, Self-Awareness & Commitment to Development, and Engagement & Work Ethic] as part of a longitudinal professional development model in the DPT didactic curriculum (RISE-SA) and integrated clinical education (RISE-CI). Primary goals of the RISE were to clearly define evaluation criteria, offer quick formative feedback, promote communication between clinical and academic faculty, and create objective professionalism assessment criteria. Method: The RISE assessment tool serves as a key element of the USF professional development curriculum that bridges academic and clinical education. Throughout the curriculum students use the RISE to refine professional development plans based on self-assessment and feedback from academic faculty, professionalism coaches, and clinical instructors. Results: Approximately 250 students, 25 clinical instructors, and 10 professionalism coaches successfully implemented the RISE Tool as part of the educational model. Preliminary feedback from students, academic faculty, and clinical instructors (n = 21) indicated that the RISE is time-efficient, easy to use, and helpful in categorizing positive and negative professional behaviors. Conclusions: Clinical instructors appreciated the time-efficient digital platform application of the RISE (about 1 minute to complete during integrated clinical education). A shared framework for professionalism facilitated communication of professionalism expectations between academic faculty, clinical instructors, and students. Further research is needed to evaluate the potential usefulness of RISE for full-time clinical education and for remediation of professionalism lapses.

Author Bio(s)

Rebecca Edgeworth Ditwiler, PT, DPT, OCS is an Associate Professor and a practicing physical therapist in the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida in the USF Health Morsani College of Medicine in Tampa, FL.

Laura Lee (Dolly) Swisher, PT, PhD, FAPTA is Professor Emeritus and past Director of the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida in the USF Health Morsani College of Medicine in Tampa, FL.

Barbara Reddien Wagner, PT, DPT, MHA is a consultant for clinical education and adjunct faculty in the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida in the USF Health Morsani College of Medicine in Tampa, FL.

Stephanie Anderson, PT, DPT, OCS is the Director of Clinical Education at Graceland University in Graduate Studies-Health and Movement Sciences in Independence, Missouri. She is the past Director of Clinical Education at the School of Physical Therapy and Rehabilitation Sciences at the University of South Florida in Tampa, FL.

DOI

10.46743/1540-580X/2023.2370

Recommended Citation

Ditwiler RE, Swisher LL, Wagner BR, Anderson SA. A Model for Professionalism Evaluation: Using the RISE Assessment Tool Across DPT Didactic and Integrated Clinical Education. The Internet Journal of Allied Health Sciences and Practice. 2023 Dec 15;22(1), Article 8.