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The Essentials Of Professional Development And Specialization In Professional Education

explanatory Essay
1602 words
1602 words
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A crucial element of professional development and professionalism is lifelong learning (McGinnis, Guenther, & Wainwright, 2016). Clinical specialization in physical therapy necessitates advanced knowledge, skill, and experience in a specialized area of practice (American Board of Physical Therapy Specialties [ABPTS], n.d.a). The enhancement of the patient’s outcome by improving the clinical reasoning skills of the physical therapists is the main motivation behind the pursuit of an expanded role (Yardley et al., 2008). In 1976, the House of Delegates of the American Physical Therapy Association (APTA) approved the notion of specialization and created the Task Force on Clinical Specialization (ABPTS, n.d.b). The Essentials for Certification of …show more content…

In this essay, the author

  • Explains that clinical specialization in physical therapy necessitates advanced knowledge, skill, and experience in a specialized area of practice.
  • States that they would like to specialize in geriatrics to expand their knowledge and improve their skills as a physical therapist. the number of individuals over 65 in the united states is expected to reach 88.5 million by 2050.
  • States the minimum eligibility requirements for the geriatric specialist certification are: a current permanent/unrestricted license in the united states to practice physical therapy, payment for application review and examination fees, and evidence of 2000 hours of direct patient care within the last ten years.
  • Explains that reflection and self-assessment are fundamental components of clinical practice and are foundations to professionalism and skill acquisition.
  • Explains that each student has their own distinct study behavior and dominant learning style. the visual, aural, read/write and kinesthetic learning styles classify learning by sensory preferences.
  • Explains that the specialty examination is administered during a seven-hour testing session, constituted of 200 multiple-choice questions, 50 questions in each 1.5 hour time block. to decrease the anxiety on the day of the examination, they need to plan ahead.
  • Explains that they want to specialize in geriatrics, which requires advanced knowledge and skills. self-assessment tools help candidates evaluate their readiness to take a specialty certification.
  • Cites the american board of physical therapy specialties (n.d.a). about specialist certification.
  • Explains the american board of physical therapy specialties' specialist certification: geriatrics.
  • Explains balasubramaniam and indhu's study of learning style preferences among first-year undergraduate medical students using vark model.
  • Explains that videotaping practical examinations in physical therapy education fosters student performance, self-assessment, professionalism, and improves instructor grading.
  • Explains mcginnis, guenther, and wainwright's research on the development and integration of professional core values among practicing clinicians.
  • Explains ruckert, plack, and maring's model for designing a geriatric physical therapy course grounded in educational principles and active learning strategies.
  • Explains how sefcik, bice, prerost, and jones & bartlett learning. how to study for standardized tests.
  • Summarizes wolff-burke, ingram, lewis, odom, and shoaf's paper, generic inabilities and the use of a decision-making rubric for addressing deficits in professional behavior.
  • Cites yardley, gordon, freeburn, so, c, beauchamp, landry, m, brooks, d., physiotherapy canada, 60(3).

(2016). A study of learning style preferences among first year undergraduate medical students using VARK model. Education in Medicine Journal, 8(4), 15-21. doi:10.5959/eimj.v8i4.440
Kachingwe, A. F., Phillips, B., & Beling, J. (2015). Videotaping practical examinations in physical therapist education: Does it foster student performance, self-assessment, professionalism, and improve instructor grading?. Journal of Physical Therapy Education, 29(1), 25-33. https://aptaeducation.org/members/jopte/index.cfm
McGinnis, P. Q., Guenther, L. A., & Wainwright, S. F. (2016). Development and integration of professional core values among practicing clinicians. Physical Therapy, 96(9), 1417-1429. doi:10.2522/ptj.20150189
Ruckert, E., Plack, M. M., & Maring, J. (2014). A model for designing a geriatric physical therapy course grounded in educational principles and active learning strategies. Journal of Physical Therapy Education, 28(2), 69-84. https://aptaeducation.org/members/jopte/index.cfm
Sefcik, D. J., Bice, G., & Prerost, F. (2013). How to study for standardized tests. Burlington, MA: Jones & Bartlett Learning.
VARK-learn.com. (n.d.a). Kinesthetic strategies. Retrieved from …show more content…

(n.d.b). Read/write strategies. Retrieved from http://vark-learn.com/strategies/readwrite-strategies/
VARK-learn.com. (n.d.c). Understanding the results. Retrieved from http://vark-learn.com/introduction-to-vark/understanding-the-results/
Wolff-Burke, M., Ingram, D., Lewis, K., Odom, C., & Shoaf, L. (2007). Generic inabilities and the use of a decision-making rubric for addressing deficits in professional behavior. Journal of Physical Therapy Education, 21(3), 13-22. https://aptaeducation.org/members/jopte/index.cfm
Yardley, D., Gordon, R., Freeburn, R., So, C., Beauchamp, D., Landry, M., … Brooks, D. (2008). Clinical specialists and advanced practitioners in physical therapy: A survey of physical therapists and employers of physical therapists in Ontario, Canada. Physiotherapy Canada, 60(3), 224-238.

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