Professional Competency
Professional Competency
Professional Competency
ESSI
ONALCOMPETENCY
Def
ini
ti
on
PROFESSI ONALCOMPETENCEasdef i
nedbyEps teinandHunder t
¹is"thehabi tual and
j
udiciousus eofcommuni cation, knowl edge, t
echni cal s
kill
s,cli
nicalreas oning, emot i
ons ,
values,andr efl
ect
ioni ndai lypr act i
cef ort hebenef i
toft heindividual andt hecommuni t
y
beings erved."Inmanyal liedheal thpr of essions,pr ofessi
onal compet encet estingand
assessment , whil
eevol ving, i
ss til
l l
imi t
edbeyondi nitiall
icensure.Thef ormal as s
ess ment
ofc ompet encymus tbemodi fi
edacc ordi nglytoaddr es
sdi ff
erentneedswi thi
navar i
etyof
practi
ces ettings.I
tmus tal s
obeus edt oi mpr ovepr acti
ces t
andar ds,accommodat enew
knowl edge, andpr omot ei ndividual growt handpr of essi
onal development .Whi l
ecer t
ain
corecompet enciesandbas icskillsr el
at edt oex ami nat i
onandi ntervent i
onsar eimpor tant
component s, t
herear eot heras pect stocons ider.Ithasbeens ugges tedt hatcompet ency
testi
ngs houl dincl
udecl inical r
eas oning, ex pertjudgment ,howt omanageambi guity,
professionali
s m,ti
memanagement , l
ear nings t
rat egies,andt eamwor k.*(Professi
onal
compet encei nphysicalther apyJ os ephABr osky)
Howcompet
encymovementwasi
nit
iat
ed
Cor
ecompet
encyandex
cel
l
encecompet
ency
Ex
pect
edMi
nimum Compet
enci
esf
oranEnt
ryLevel
Phys
iot
her
api
st
Phys
iot
her
apyEnt
ryLevel
(Level
6)Compet
enci
es
Thecompetenci
esoutl
i
nedbel
owhavebeendevel
opedf
rom t
heESCOf
ramewor
kand
others
our
ces(asoutl
i
nedabove)
:
1Gener
alCompet
enci
es
● Demons tr
ateknowl edger el
evanttothear eaofhealthcareorphysiotherapy
practi
ce.
● Demons tr
ateproblem- s
olvinganddeci si
onmaki ngskil
ls.
● Communi cateeff
ect i
velyinhealt
hcare.
● Demons tr
ateprofessi
onal behaviours
,knowl edge,s
kill
sandvalues.
● Ensurethatphysi
otherapyequi pmenti sproperl
ymai ntai
ned.
● Demons tr
atetheabi l
it
yt oincor
porateex i
sti
ngandemer gingt
echnologies
(i
ncludi
nginfor
mat iontechnologi
es )t
oenhancepr actice.
2As
ses
smentCompet
enci
es
● Demons tr
ateappr opri
atebackgr oundknowl edgepr i
ort ostar
ti
ngas s
essment .
● Retr
ieverelevantinformati
onfrom avai lablesources.
● Perf
orm as ubject
iveandaphys i
cal ex
ami nati
on.
● Demons tr
ateappr opri
atehandlings ki
ll
sandper form assessmentssafel
y.
● Demons tr
atet heabili
tytoscr
eenappr opr i
atel
yfors eri
ousunderlyi
ngpat hol
ogies
(r
edf l
ags).
● Ensurepati
entcomf or
tanddignit yduringas sess
ment .
● Useclini
calreasoningski
ll
stoagr eeappr opri
ategoal sthroughshar
eddeci si
on
makingwi t
ht hepat i
ent.
3Di
agnos
ticCompet
enci
es
● I
nter
pretandevaluat
eass
ess
mentfi
ndings,andpr
ovideaphys
iot
her
apydi
agnos
is.
● Consi
derdiagnos
tici
magi
ngandl
aborator
yt es
tsr
esult
s.
4I
nter
vent
ionCompet
enci
es
● Plananappr opr i
atei ntervent i
onpr ogr ammewi th“ SMART”( SMART=Speci f
ic,
Meas urable,Achi evabl e,Real i
sti
candTi mef ramed)bas edgoal sconsideri
ng
i
ndi viduals´ex pressedpr eferences ,bel iefsandchoi ces .
● Doc umentt hephys iotherapeut icpr oces s,demons t
ratingevi denceofcl ini
cal
reas oning,andi naccor dancewi t
het hicalandl egal r
equi rement s.
● Justifythei ntervent i
onpr ogr ammeus ingevi dencebas edpr acti
ce.
● Advi seandenabl et hepat ientasappr opriate.
● Communi cateor al andwr i
tteni nformat i
oninacl ear,structuredands ucci
nct
manner .
● Deliveranhol ist
icappr oacht opat ientmanagement ,usingt heICF(Internati
onal
Clas si
fi
cationonFunct i
oning, DisabilityandHeal th)-model .
● I
mpl ementas afeandef fectiveinter vent i
on.
● Demons t
rateappr opr i
atemanual handl i
ngs kil
lsforselfandpat ientduring
treatment .
● I
mpl ements afepr acticedur i
ngi nter vent i
ont opreventormi nimiseris
ksand
hazar ds .
● Communi catecl earlyandpr ofes si
onal lywi t
hpat ients,relati
vesandcar ers,aspar
t
ofthetherapeuti
crelat
ionshi
p.
● Recordclear,
concis
e, l
egibl
e,unders
tandabl
eandaccur
atenot
esus
ingr
ecogni
sed
abbrevi
ations.
● Manageappr opri
atedischargeplanning.
5Pr
ofes
sional
andI
nter
prof
ess
ional
Compet
enci
es
● Adheretoprofess i
onal codesofconduct ,legal andet hi
cals t
andar dsofpr act
ice,
andprofessi
onal andor gani s ational poli
cies.
● Demons t
rateappr opr i
atepr ofes si
onal behavi ourandat ti
tudes .
● Beanadvoc atef orpat i
ent sandt hepr ofessi
on.
● Beawar eofoneśownr oleandt her oleofot her swithi
namul ti
-professi
onalteam.
● Beawar eofone’sownl imitationsonknowl edgeands ki
ll
s.
● Beawar eofpotent i
alconflictswi t
hinamul ti-
pr ofes
sional
/interdi
scipli
naryteam,
andcontri
butet or esol
vi ngpr obl ems .
● Recognis
eaut onomyandi ndi vi
dual it
yoft eam member s,whilerespectingdivers
ity.
● Sharerel
evantinf ormat i
onwi thot herteam member swhileens uri
ngpat i
ent
confi
denti
ali
ty.
● Demons t
rateeffect i
vet eam wor kingforef f
ici
entcas emanagementandopt i
mal
ser
vicedeli
very.
6Heal
thPr
omot
ionandPr
event
ionCompet
enci
es
● I
dentif
yt hedeterminantsofhealt
hus i
ngabi opsychosoci
al*approach.
● Empowerpat i
entstofaci
li
tat
eheal t
hbehavi ourchangethroughmot i
vati
onal
i
ntervi
ewi ng*andimplement ati
onofself-managements t
rategies
.
● Useabi opsychosoci
alapproachwhenappl yinghealt
hpromot i
onandpr eventi
on
st
rategies.
● Contri
butet opl
anningandi mplementationofhealthpromotionandprevention
acti
vit
iestoimprovepopulationandindividualheal
th.
7Res
ear
chandEvi
dencebas
edCompet
enci
es
● Demons t
ratetheabil
i
tytosearchandretr
ieverel
evantscienti
fi
cli
ter
atureand
i
nformati
ons our
cestounderpi
npracti
ce.
● Cri
ti
cal
lyanalysetheavai
labl
eevidenceandintegratef
indingsint
ocli
nicalpr
act
ice.
● Userel
iabl
eandval i
doutcomemeas urestoevaluatepr
act i
ceandmodi fy
accor
dingly.
8Educat
ionandLear
ningCompet
enci
es
● Demons tr
ateiniti
at i
veandwi l
li
ngnesstolearn.
● Demons tr
ateabi l
itytor efl
ectands elf
-evaluatepract
iceinordertoidenti
fy
prof
essi
onal developmentneeds .
● Engageinpr ofessional developmentandl if
elonglear
ningtocontinuall
yupdat
e
andenhancepr ofessional knowledge,ski
ll
sandbehavi ours
.
● I
ncorporateli
felongl earningandex perienceintobestpract
ice.
● Engageins haredl earningwi thotherprofessi
onal
sasappr opri
ate.
● Contr
ibutetocl i
nical supervisi
onofunder graduat
es t
udents.
9ManagementCompet
enci
es
● Understandandpr omot etherol
eoft hephysi
otherapi
stwit
hinthefuncti
onand
st
ructureoft heheal t
hs yst
em.
● Demons tr
atet heabi l
it
yt opri
ori
ti
seandmanageone’ sworkload.
● Util
i
seresour ceseffecti
velyandinli
newi t
hprofessi
onals
tandardsandcodeof
ethi
cs.
● Contri
butet os er
vicedevelopmentneeds .
● Parti
ci
patei nqualit
yi mprovementiniti
ati
veswithi
ntheprofessi
onand/orthe
organis
ation.
*ER-WCPT-1
1/1
2/21
TheEss
ent
ial
Competenci
esandEnt
ry-
to-
Pract
iceMi
l
est
onesunders
evendomai
nsof
phys
iot
her
apypr
acti
ce
1
.Phys
iot
her
apyEx
per
ti
se
● Empl oyacl i
ent-centeredappr oach.
● Ensurephys i
calandemot i
onal safetyofcl
ient
s.
● Conductcl ientas sessment.
● Est
abl i
shadi agnos i
sandpr ognos i
s.
● Develop, implement ,monitorandeval uateanint
ervent
ionpl
an.
● Compl eteort ransiti
oncare.
● Pl
an, deliverandeval uatepr ograms.
2.
Communi cation
● Useoralandnon-
verbal
communi cati
oneffect
ivel
y.
● Usewrit
tencommunicat
ioneffect
ivel
y.
● Adaptcommunicati
onapproachtocontext.
● Usecommunicati
ontool
sandt echnol
ogieseff
ecti
vel
y.
3.
Col
l
abor
ati
on
● Promoteanint
egratedapproachtocli
ents
ervi
ces
.
● Faci
li
tat
ecoll
aborati
verelat
ions
hips.
● Contr
ibutet
oconfli
ctresol
uti
on.
● Contr
ibutet
oeffect
iveteamwor k.
4.
Management
● Supportorganizati
onal excell
ence.
● Uti
li
zeresourcesef f
ici
entl
yandef f
ecti
vely.
● Ensureasafepr acti
ceenvi ronment.
● Engageinqual i
tyimpr ovementact i
vit
ies
.
● Supervi
seother s
.
● Managepr acti
cei nfor
mat ionsafel
yandef fect
ivel
y.
5.
Leader
shi
p
● Championthehealt
hneedsofcl
ients
.
● Cont
ri
butetoleader
shi
pintheprofes
sion.
● Pr
omoteinnovati
oninheal
thcar
e.
6.
Schol
ars
hip
● Useanevi dence-i
nformedapproachinpr acti
ce.
● Engageins cholarl
yinquir
y.
● I
ntegrat
es elf
-refl
ecti
onandexternalfeedbacktoimprovepers
onalpr
act
ice.
● Contr
ibutetot helearni
ngofothers
.
● Maint
aincur rencywithdevel
opment srelevantt
oareaofpracti
ce.
7.
Prof
ess
ional
i
sm
● Complywithl egalandr egulat
oryrequir
ement s
.
● Behaveethicall
y.
● Embracesocial r
espons i
bil
i
tyasaheal thpr ofes
sional
.
● Actwit
hpr ofessi
onalintegri
ty.
● Maint
ainper sonalwellnessconsist
entwi t
ht heneedsofpract
ice.
*(
NPAGCompet encyPr ofi
leforPhys i
otherapi
stsinCanada( 201
7))
TheMeas
urementTool
forCl
i
nical
Compet
enci
esi
nPT(
MTCCP)
1.
Dimensi
on:
Prof
ess
ional
Behavi
or
# St
atement Evi
dences Gr
ade
Usest hebas i
cbio-s ecuritynormsand
i
mpl ement stheins ti
tution’spati
ent
Minimizest
he securit
ypol i
cy;recogni zesand
actualri
skof minimizesther i
sksi nher enttothet
est
damagei nit
sel
f i mpl ement ati
on, ofthemeas ur
ements
andt hepopul
ati
on andi nter
ventionst akingcar eofthe
1 i
tserves. bodymechani cs.
Actsrespons i
bly;approacheswi thmor al
reasoningtheet hicaldil
emmas ;takes
i
ntoaccountt heneedsandval uesof
Meet stheethical
others;i
saccur ateandcons i
stentdoi ng
andbi oethi
cal
whathe/ shes ayshe/ sheisgoingt odo;
pri
nciplesofthe
managesi nformat ionconfident i
all
y;and
professi
onal
adherestot heet hicalgui
deliness pecif
ic
2 practi
ce.
tophys i
otherapy( APTAandLaw
528/
1999)cons
ider
ingt
heus
er’
scul
tur
al
cont
ext.
Establi
shes
i
nterdisci
pli
nary I
nteractsopportunelyandr espect
full
y
academi crelat
ions wit
hpr ofessi
onalsinordertoimpr ove
forthebenef i
tof hi s/herprofessi
onalperformanceand
his/
hert r
aini
ng t
hecl i
nicaldeci
sion-making;parti
cipates
processandoft he inthewor ki
nggr oupcons i
deringhis/
her
5 user’sassi
stance. objectiveofs t
udy.
Showsi ni
ti
ative
andleadershipin Pr oposesimpr ovementact i
ons;
managi ng recognizest
heownandt hewor k
knowledgeand group’sabil
i
t i
eswi t
hi nthecontextofthe
organizi
ng requir
ement soft hepr act
icesett
ing;
acti
vit
ieswithintheassert
ivelysolvessituati
onsthat
6 pract
ice. demandani mmedi ateresponse.
Accept s, i
ntegr at
esandappl i
est he
receivedf eedbackgi venbythecl i
nical
Showscont i
nuous i
nstruct orort hepr ofessi
onal
sina
commi tmentto const r
uct i
vemannerai mingat
i
mpr ovementfor impr ovi nghi s/herper f
ormance;takes
thepersonaland r es
pons iblyhis/herlearni
ngand
prof
es s
ional performss elf
-as s
es s
mentofhi s
/herown
7 development. behavi or.
I
spr of
icientinsearchings ci
entif
ic
Baseshis
/her l
it
eraturet osupporthi s
/herintervent
ions
prof
essi
onal andcar riesoutacr i
ti
cal analysi
sofitin
undert
akingonthe ordertoappl ytheknowl edgepr oduced
bestavai
labl
e bythes es t
udiestotheas si
sted
8 sci
enti
fi
cevidence.population.
Full
yas sumesthe
under t
aken
commi tments
typicalofthe Compos esdocumentsandcar r
iesout
professi
onal acti
vit
iesunderhi
s/herchar
geal li
na
performanceand ti
melyandagoodqual i
tybasis
, andin
his/
herr ol
easa consi
stencywitht
heeducat i
onpr oj
ect
9 student. oftheacademicprogram.
Takespartmeet i
ng Keepsupdat edthedocument at i
on
eff
ici
encyand rel
atedt otheconductedintervent i
ons
quali
tyinthe (cl
ini
cal r
ecord,
indi
cators
, i
nvoi ci
ngand
administ
rati
ve i
nvent ory)i
naccordancewi tht he
acti
vit
iesofhis
/her i
ns ti
tuti
onalgui
deli
nesofthes pecif
ic
1
0 pract
ice. practiceset
ti
ngandoft heUni ver si
ty.
TOTAL Aver
ageofi
temsmul
ti
pli
edby0.
4fact
or
Scor
es:5:Excel
lent
,doesnotrequi
reCli
nicalI
nst
ructor(CI
)pr
esence.4:Good,r
equires
mini
mal CIpres
ence.3:Fai
r,r
equir
esoccasional
CIpr es
ence.
2:Poor,
r equi
resf
requentCI
pres
ence.1:Verypoor,
requi
respermanentCI pr
esence.
2.
Dimens
ion:
Cli
nical
Reas
oni
ng
# St
atement Evi
dences Gr
ade
Producesani ni
ti
al
hypothes isofthe
userclini
cal
conditi
onbas edon
theavai l
able I
ntegratesconceptsofthebas i
cand
i
nformat ion: di
sci
plinarysci
encestos el
ectand
Cli
nical r
ecord, understandintheexpectedt i
methe
observat i
on,and avai lableinf
ormationreferr
ingtothe
1 i
nterview. user
’ssituat
ionandhis/herbackgr
ound.
Sel
ectsthetest
s Bas eshis
/hertestandmeasures
andmeas ures selecti
onont hepsychometr
ical
2
cons
istentwit
hthe properti
esandt hespeci
fi
ci
tyofthe
user
’spri
ori
ti
esand
thebestavail
able
sci
enti
fi
cevidence.t
ool
s,aswel
last
her
esour
ceavai
l
abi
l
ity.
Appliesthetestsandconduct sthe
exami nati
onswi t
ht hepropertechni
que:
Appli
esskil
l
ful
lyt
heexpectedver balcommands ,hand
sel
ectedtest
sand contactandpos i
ti
ons(ofuserand
3 measures. physiotherapis
t)expectedineachcase.
Anal ysesthe
obt ai
ned
i
nf ormationto
producea Argueshis/
hercli
nicalj
udgementont he
diagnos i
softhe user’
sconditi
onintermsofdefi
ci
encies,
user ’
sfuncti
onal acti
vit
ylimit
ati
onsandpar ti
ci
pati
on
4 condi t
ion. constr
aints
,basedintheevaluat
ion.
Arguestheopt imalr
ecoverylevel t
hat
Determinesthe canbeachi evedandt herequiredtime
physi
otherapeuti
c toreachitbas edontheknowl edgeof
prognosist
hat theuser’
scondi ti
ons
,theunder lyi
ng
al
lowshi m/hert
o pat hol
ogy,t heavail
ableevidenceand
proj
ectgoalsand t hefaci
li
tatorsandbarrier
soft heactual
5 tr
eatmentpl an. cont ext
.
Establ
is
hest he
generalobject
ive
ofthetreatment
planaccordingto
theuser’s
diagnosi
sand Establ
ishesthegoaloft
hespeci
fi
c
6 prognosis. functi
onalreachfort
heuser
’scondi
ti
on.
Appl i
ess ki
l
lful
lyt
he
therapeut i
c Appli
estheinterventi
onmodal i
ti
eswith
strategi
es thepropertechnique:ver
balcommands ,
es t
ablis
hedi nthe handc ont
actandpos i
ti
ons(ofuserand
8 treatmentpl an. phys i
otherapis
t)expectedforeachcase.
Carri
esout
education
str
ategiesforbody Arguestheeducati
onstr
ategies
andmovementi n s el
ecti
onandi mpl
ementati
onai medat
ordertofulf
il
lthe us ersandcaregi
versaspartofthe
9 setobjecti
ves. tr
eatmentplan.
Evaluat est
he
i
mpactofhi s/
her
i
nt erventi
onsand
makest herequir
ed
adjus t
ment stothe
treatmentbas ed Ar guesthechangesmadetothe
ont hebehavi orof treatmentplanbasedonthefi
ndingsof
ther el
evantclini
calther eas
s es
smentoftheest
abl
is
hed
1
0 var i
ables. out comemeas ur
ements.
TOTAL Aver
ageofi
temsmul
ti
pli
edby0.
6fact
or
Scor
es:5:Excel
lent
,doesnotrequi
reCli
nicalI
nst
ructor(CI
)pr
esence.4:Good,r
equires
mini
mal CIpres
ence.3:Fai
r,r
equir
esoccasional
CIpr es
ence.
2:Poor,
r equi
resf
requentCI
pres
ence.1:Verypoor,
requi
respermanentCI pr
esence.
DOENTRYLEVELPHYSI
OTHERAPI
STKNOW WHATI
SPROFESSI
ONALCOMPETENCY?
HOW CANWEI
NCLUDETHI
SINOURCURRI
CULUM?
I
NTRODUCECBE
Compet
ency-bas
ededucati
on(CBE)isanout come-basededucat
ionalapproachwhichi
s
or
gani
zedaroundafr
amewor kofcompet encies
.Thecurri
cul
um contenti
sdes i
gned,
[
1]
i
mplement
edandassessedaroundthisf
ramewor k
.
TheCBEfr
ameworkcr eat
eshealthcar
eex per
tswhoare“f
itt
opracti
ce”rathert
han
st
udent
swhoar e“
fi
ttopas s.
”Formoret han60years
,CBEhasbeenus edasacurri
cul
ar
[
2]
modelf
ortr
aini
ngstudentsacros
svariousbackgr
oundsanddis
cipl
i
nes.
Compet
ency-
bas
ededucat
ioni
nphys
iot
her
apy
Competenciesex pectedatentrylevel
practi
ceinPhysiot
herapyarebeingf
ollowedby
manyc ountries.Forex ample,
theAccredit
ationCouncilf
orCanadianPhysi
otherapy
AcademicPr ogr ams,theCanadi anPhysi
otherapyAssoci
ati
onandt heCanadianCouncil
ofPhysi
otherapyUni versi
tyProgramshavef ormul
atedthe“Essent
ial
Compet encyProf
il
e
forPhysi
other apist
s.”
DoCBEappr
oachi
spr
act
icedi
nINDI
A?
Ther
eares ever
alkeychal
l
engesi
ntheimpl
ement
ati
onofCBE,
asther
eex i
stsan
i
ncompleteunderst
andi
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