Effects of a Customized Professionalism Educational Intervention on Physical Therapists’ Knowledge and Attributes of Professionalism

Abstract

Purpose: There is a growing call around the world to include professionalism in the entry-level education of physical therapists and to teach professionalism as a continuing education professional development workshop for practicing physical therapists. Unfortunately, there is currently no empirical evidence to support the use of didactic instruction to effectuate a change in the knowledge and attributes of professionalism. This study evaluated the effects of a customized professionalism educational intervention on physical therapists’ knowledge and attributes of professionalism. Methods: A quasi-experimental research was conducted among 47 Nigerian physical therapists (Mean age = 41 ± 10.1 years). The educational intervention consisted of a 3-hour classroom lecture and five case studies on professionalism. The impact of the intervention was evaluated by a Professionalism Inventory that assesses the level of knowledge and attributes of professionalism - clinical competence, a spirit of inquiry, accountability, autonomy, advocacy, innovation and visionary, collegiality and collaboration, and ethics and value. Results: Post intervention, the physical therapist's aggregate knowledge of professionalism score improved significantly from 69% to 77% performance level (t = 2.340; p < 0.05). On the contrary, there was no significant difference in the aggregate attributes of professionalism score following the intervention (t = 1.396, p > 0.05). Although the improvement observed in the aggregate attributes of professionalism score was not statistically significant, when the effects of the intervention were examined on the attributes of professionalism subscales, the results revealed that clinical competence, accountability, autonomy, innovation and visionary, and collaborating and collegiality improved significantly (p < 0.05). The intervention was of small practical significance (Cohen d = .34 and .20 for knowledge and attributes of professionalism scores, respectively). Conclusions: It was inferred from the findings that a three-hour classroom instruction consisting of lectures and case studies presentation could improve the knowledge of professionalism of practicing physical therapists. A longer instructional period vis-à-vis mentoring and role modelling in the classroom may be needed to effectuate a practical change in professionalism.

Burnout among the podiatry profession: A survey of podiatrists in Aotearoa New Zealand

“…Personal and professional demographic factors were selected based on factors identified as possible contributors to burnout among other allied health professionals [ 21 , 22 , 23 ]. The Maslach Burnout Inventory Human Services Survey (MBI‐HSS) assessed risk for burnout development.…”

“…The instrument includes 10 items with each item rated on a 5-point Likert scale producing both continuous and categorical scores. Total scores are summated to classify overall stress levels as relatively calm (≤15), fairly low (16)(17)(18)(19)(20), moderate (21)(22)(23)(24)(25), severe (26)(27)(28)(29)(30) and potentially dangerous (31)(32)(33)(34)(35)(36)(37)(38)(39)(40) [25].…”

Feeling exhausted: How outpatient physical therapists perceive and manage job stressors

“…There are three primary versions of the MBI, with the MBI‐HSS designed for professionals in human services that include healthcare workers such as physical therapists. The MBI‐HSS is used in several studies involving physical therapists, highlighting that burnout is prevalent (Balogun et al., 2002; Berry & Hosford, 2015; Campo et al., 2009; Donohoe et al., 1993; Harkson et al., 1982; Lindsay et al., 2008; Salyers et al., 2017; Schlenz et al., 1995; Scutter & Goold, 1995; Wandling & Smith, 1997). The MBI‐HSS consists of 22 items written in the form of statements on personal feelings, or attitudes, and assesses three core aspects of burnout: emotional exhaustion, depersonalization, and lack of personal accomplishment (Appendix ).…”

Fatigue, Self-Compassion and Life Satisfaction in Nurses

“…Depending on fatigue's source, its effects may manifest as physical, mental, reduced activity, or reduced motivation (Smets et al, 1995). Balogun et al (2002) describe fatigue as a mental unpleasant feeling that forms a spectrum from feeling weak to exhaustion and interferes with the ability to play a role and personal activity. Ward and Winters (2003) consider fatigue as an overwhelming feeling of physical exhaustion that threatens people's lives.…”