Construct validation of a model for professional behavior in physical therapist students

Area of Science:

• Physical Therapy Education
• Professional Behavior Assessment

Background:

• Defining professional behavior is challenging for physical therapist educators.
• A consensus-based model of professional behavior exists in literature.

Purpose of the Study:

• To test the construct validity of a pre-established model of professional behavior.
• To provide a framework for assessing professional behaviors in physical therapy students.

Main Methods:

• 183 students from 2 professional programs completed a self-administered questionnaire.
• Principal components factor analysis was used to analyze 152 behaviors rated on a 7-point Likert scale.
• Cronbach alpha assessed internal consistency; ANOVAs examined differences based on clinical education level.

Main Results:

• Seven factors explaining 52% of the variance were identified: Professionalism, Critical Thinking, Professional Development, Communication Management, Personal Balance, Interpersonal Skills, and Working Relationships.
• Cronbach alphas ranged from .81 to .95, indicating high internal consistency.
• Behavior frequency increased in 4 factors with student progression through the educational program.

Conclusions:

• The 7 identified factors demonstrated good correspondence with 10 previously defined generic abilities.
• Some professional behaviors develop during education, while others are present upon admission.
• The validated model offers a structured approach to evaluating professional behavior in physical therapy students.