Master of Physical Therapy Professional...

Modified April 25, 2019. Original, 2011 0

MASTER OF PHYSICAL THERAPY PROFESSIONAL PORTFOLIO

This portfolio is a guide for reflection on learning in the MPT program, your

clinical practice and your future in the physical therapy profession.

2019-2020


Table of Contents

What is a portfolio? ...................................................................................................................................... 2

MPT Professional Portfolio Objectives ......................................................................................................... 4

Portfolio Activities ......................................................................................................................................... 5

The Role of the Program Advisor .................................................................................................................. 6

Student Responsibilities for the Professional Portfolio ................................................................................ 8

Evaluation of the Professional Portfolio ....................................................................................................... 9

Schedule of Portfolio Activities ................................................................................................................... 10

Program Advisor Meeting (PAM) # 1 Guiding Questions ....................................................................... 14

PAM # 2 Guiding Questions .................................................................................................................... 16

PAM # 3 Guiding Questions .................................................................................................................... 19

PAM #4 (End of Year 2) Guiding Questions ............................................................................................ 22

References .................................................................................................................................................. 24

Appendix 1: NEUROMUSCULOSKELETAL CLINICAL SKILLS CHECKLIST ........................................................ 25

Appendix 2: CARDIORESPIRATORY CLINICAL SKILLS CHECKLIST ................................................................. 33

Appendix 3: MPT NEUROLOGY CLINICAL SKILLS CHECKLIST ....................................................................... 38

Appendix 4: College of Physiotherapist of Manitoba (CPM) Learning Plan Goal Sheet ............................. 49

Appendix 5: College of Physiotherapist of Manitoba (CPM) Learning Plan Goal Sheet Example .............. 50

Appendix 6: College of Physiotherapist of Manitoba (CPM) Learning Plan Goal Peer Review Criteria ..... 51

Appendix 7: CPM Accomplishment Statement Sheet ................................................................................. 52

Appendix 8: CPM Accomplishment Statement Sheet Example ................................................................. 53

Appendix 9: College of Physiotherapist of Manitoba (CPM) Accomplishment Statement Peer Review

Criteria ........................................................................................................................................................ 54

Appendix 10: MPT Portfolio Review Form ................................................................................................. 55


What is a portfolio?

A portfolio is a collection of evidence that demonstrates learning and development of skills, knowledge,

behavior and attitude. More than just a record, the portfolio is a tool for assessing current skills and

knowledge, identifying objectives, reflecting on and evaluating learning to guide your practice and

future learning. A portfolio can be kept for a number of different reasons:

To record professional development and experience

To reflect on those experiences

To facilitate reflection on practice

To focus on work practices

To share insights with advisors

To act as a focus for organizing learning

To identify and set goals and targets and become more effective

To receive real-time formal feedback

To promote critical thinking required in evidence based practice and commitment to life-long

learning in physiotherapy

In reality, graduating with a physiotherapy entry to practice degree really is the first step in your

professional education. Continued learning, growth and competence (lifelong learning) in the practice of

physiotherapy is a critical requirement in a self-regulating health care profession. Most professional

programs (PT, OT, nursing, medicine) are using portfolios as one mechanism to demonstrate continuing

competence in their respective fields. The College of Physiotherapists of Manitoba has implemented a

professional portfolio as part of the Continuing Competency Program.

“Continuing competency is a dynamic process requiring lifelong learning, the incorporating of

new knowledge and skills in your practice, and ongoing evaluation of your practice. It also

promotes professional accountability, and ensures the individual takes accountability, for his or

her practice. As a professional development tool, the professional portfolio (is) was chosen

because it assumes commitment to ongoing learning, encourages self-reflection to identify

individual learning needs, and provides flexibility in methods used to maintain continuing

competence” (College of Physiotherapists of Ontario, p. 4).


As an entry to practice professional degree program, there are program expectations designed to ensure

that students in the program are developing the competencies and accountability standards that reflect

the public expectation of practicing professionals in the field. As such, students are expected to take

responsibility for their learning and to document their progress in a portfolio, and to adhere to policies

of attendance and participation related to classes and clinical fieldwork education courses (Faculty of

Graduate Studies, Physical Therapy, 2011, p. 16.).


MPT Professional Portfolio Objectives

The portfolio prepares the student to reflect on aspects of being a professional (Accreditation Standards

for Physiotherapist Education Programs in Canada, Criterion 6.7.1, p. 31):

1. The physiotherapy scope of practice and personal competence;

2. Professional codes of ethics, standards of practice and other professional obligations;

3. Professional therapeutic relationship with clients (e.g., maintain professional boundaries,

integrity, and act in the best interest of the client);

4. Treating the client with respect and respecting their individuality and autonomy;

5. The student’s personal commitment to the development of the physiotherapy profession; and

6. The student’s personal standards of behaviour.


Portfolio Activities

Physical Therapy students are randomly assigned to a Program Advisor (PA) for the duration of their

academic program. The PA is responsible for guiding a student throughout the MPT program regarding

academic and clinical education performance, self-reflection, professional behavior and personal goal

setting. There are 4 distinct opportunities to formally meet with the PA to complete specific portfolio

activities. It is a requirement that PAMs #1 & #4 occur face-to-face, however, PAMs #2 & #3 can be in

any format. Discussion is focused on questions provided in the professional portfolio document. All

pertinent documents are housed in a portfolio folder provided by the department. The portfolio

reflection questions are organized into topic areas that correspond to the physiotherapy competencies

documented in the Competency Profile for Physiotherapists in Canada (2017). For further details

regarding these competencies refer to: https://physiotherapy.ca/essential-competency-profile.

Students can initiate additional meetings to discuss academic or personal issues. Likewise, the program

advisor may initiate discussion regarding any of the points above or emerging issues related to health,

work life balance, financial concerns, etc. during informal meetings as needed. The PA may counsel the

student and refer the student to the appropriate services as necessary.

https://physiotherapy.ca/essential-competency-profile


The Role of the Program Advisor

The role of the PA is to counsel students on how best to achieve their academic goals. The PA is

responsible for facilitating student reflection and personal goal setting, and assessing professional

behavior through the portfolio. The PA will:

1. Attend an introduction session for the new MPT 1 students who you will be advising the first

week of class. This session is informal, and is intended for students and the advisor to learn who

each other are.

2. Monitor the student's academic progress and professional behavior. Communication between

the course coordinator / tutorial leader / Academic Coordinator of Clinical Education (ACCE) and

the PA will be expected when student success is marginal as reflected by the various evaluation

components in each course;

3. Review the Professional Portfolio with the student twice yearly during the course of the

program. At these meetings, the PA and student will review the Professional Portfolio which

contains specific tasks to be completed related to academic and clinical placement content;

4. Assist students in the development of professional goal setting and completion of

accomplishment statements (see CPM peer review criteria for Learning Plan Goals and

Accomplishment Statements in Appendices 6 and 9;

5. Verify official documents (See MPT Portfolio Review Form) prior to first clinical placements

(second meeting) and at the end of the MPT program. The ACCE should be contacted if any

documents are missing.

6. Check that the clinical skill checklists are present, encouraging the students to complete the

checklist if not completed, and using the checklist to facilitate a conversation about the

student’s placement experience, both at the clinical skills level and more generally. PAs may

make suggestions re subsequent placement choices to fix obvious gaps (e.g. if a student is

lacking evidence of acute cardiorespiratory experience, the PA could suggest they should choose

an acute neurology placement rather than outpatient stroke rehab in the next round of

placements);

7. Contact students in the first half of their clinical placements to ask how they perceive they are

doing in their placement.

8. Evaluate the professional portfolio folder content and determining pass/fail. Evaluation should

occur using the MPT Portfolio Review Form (See Appendix 6). These completed forms are

http://www.manitobaphysio.com/wp-content/uploads/Learning-Plan-Goal-Sheet-Review-Form-2016.pdf

http://www.manitobaphysio.com/wp-content/uploads/Accomplishment-Statement-Sheet-Review-Form-2016.pdf


forwarded to the Department Head for review and signing after the final PAM. A copy of this

form is kept in the student’s MPT program file; and

9. Sign the Faculty of Graduate of Studies (FGS) Progress Report circulated by the Administrative

Assistant prior to June 1 in any given year.


Student Responsibilities for the Professional Portfolio

1. Schedule all program advisor meetings within specified time frames (p. 4 & 5);

2. Answer guiding reflective questions as provided;

3. Complete 2 Learning Goal Statements and associated Accomplishment Statements for the

appropriate PAM (Refer to Appendices 4 & 5)

4. Submit electronically to program advisor a minimum of 2 days prior to the scheduled meeting,

the following documents:

a. Responses to reflective questions

b. Two separate Learning Goals and associated Accomplishment Statements

c. Copy of most recent Clinical Learning Contract(s)

d. Copy of most recent ACP(s)

e. Copy of most recent clinical skills checklist(s).

5. After PAM 4, students will sign off the MPT Portfolio Review Form and make any final

comments.

6. Ensure that the original MPT Portfolio Review Form is forwarded to the Department Head for

review and signing.

7. Maintain portfolio folder:

a. Official documents (See Appendix 6, MPT Portfolio Review Form);

b. Hard copies of personal reflections and personal goal statements;

c. Clinical Skills Checklists (See Appendices 1, 2 and 3), ACP and word documents are

available on UM Learn under the relevant clinical education courses (PT 6291, PT 7291

and PT 7292).

d. Acknowledgements, for example; letters ,cards, awards, other;

e. Copy of FGS Progress Report; and

f. MPT Portfolio Review Form.


Evaluation of the Professional Portfolio

The program requires that students successfully complete all components of the Professional Portfolio

in order to proceed to the next academic year. The evaluation process is based on:

- Maintaining documents in the portfolio folder;

- Completing and submitting required documentation;

- Scheduling and attending meetings independently; developing, monitoring and adjusting

personal goal statements written in SMART format.

Completion of the professional portfolio is a requirement for

progression and graduation from the program. Students must schedule

PA meetings, submit relevant documents and set individual goals.

Failure to meet these expectations will result in the student being

barred from progressing to year 2 or graduation.


Schedule of Portfolio Activities

SCHEDULE OF ACTIVITIES

Session Date/time Period Portfolio Activity

MPT1

Meet and greet First week of

class

Students will be introduced to their specific program advisors.

This is an informal introduction to each other.

Orientation to

the portfolio &

reflection

September /

October

Class discussion and distribution of portfolio folder.

Program

Advisor

Meeting 1

(PAM 1)

First week in

October to first

week in

November

Students address reflection questions (page 6) including

developing 2 personal/learning/professional goals using the

College of Physiotherapy of Manitoba (CPM) Learning Plan

Goal Sheet (Appendix 4). Students e-mail this information to

the Program Advisor prior to the first PAM meeting. Students

are expected to revise and resubmit goals to the PA as

required.

PAM 2 Last week in

February

Students address reflection questions (page 7-8) including

review of previous goals and develop 2 new

learning/professional goals. Students send this information to

the PA prior to the PAM meeting. Students are expected to

revise and resubmit goals to the PA as required. Students also

bring with them their portfolio folder including all official

documents (MPT Portfolio Review Form) and leave this folder

for evaluation.

Review and

Evaluation of

portfolio by PA

In same meeting

as PAM 2

The purpose of the portfolio review is to determine if the

portfolio meets program requirements for progression to Year

2. This review also assists the students in moving towards the




College of Physiotherapy of Manitoba’s Continuing

Competence Program.

The PA reviews the student portfolio folder content using the

MPT Portfolio Review Form (Appendix 6). Any outstanding

issues will be identified and the student must resubmit their

portfolio folder by the end of March for approval. If there are

no items outstanding, the PA will return the portfolio to the

students along with the completed MPT Portfolio Review

Form. The portfolio review will be filed in the folder for use

the following year. This review form is required for

graduation.

End of year

sign off on

Faculty

Graduate

Studies (FGS)

Progress

Report Form

Prior to June 1 of

any given year

The FGS Progress Report Form must be signed by both the PA

and the student. Completion of this document is essential for

progression into year 2.

MPT 2

PAM 3 Immediately prior

to or following

Cardiovascular

Pulmonary

Clinical

Placement

Students address reflection questions (page 9-10) including

review of previous goals and develop 2 new

learning/professional goals. Students will also place their

completed Clinical Skills Checklists and Assessment of Clinical

Practice (ACP) for their Neuromusculoskeletal Placements in

the portfolio. Electronic copies of these documents are

acceptable. Students should share these documents with their




PA in advance. Students are expected to revise and resubmit

goals to the PA as required.

PAM 4 Third week in

January

Program Advisors to discuss students’ choices for their MPT2

placements (i.e. discussion should be prior to students

submitting their placement choices).

Students address reflection questions including review of

previous goals and develop 2 goals for the first year of practice.

Students will also place their completed Clinical Skills Checklists

and Assessment of Clinical Practice (ACP) for their

Cardiorespiratory Clinical Placement in the portfolio. Electronic

copies of these documents are acceptable. Students also bring

with them their portfolio folder including all official documents

(MPT Portfolio Review Form) and leave this folder for

evaluation. Students are expected to revise and resubmit goals

to the PA as required.

Evaluation of

portfolio by

program

advisor

In same meeting

as PAM 4

The purpose of the portfolio review is to determine if the

portfolio meets program requirements for graduation. This

review also assists the students in moving towards the College

of Physiotherapy of Manitoba’s Continuing Competency

Program.

Using the MPT Portfolio Review Form (Appendix 6), the PA

reviews each student’s portfolio content. If there are no items

outstanding, the PA will return the portfolio to the students




along with a copy of the completed MPT Portfolio Review

Form. Any outstanding issues will be identified and the

student must resubmit their portfolio folder by the end of

March for approval. Failure to comply with completing the

portfolio will constitute a failure in the MPT Program.


Physiotherapy

Domain Program Advisor Meeting (PAM) # 1

Guiding Questions

1. Physiotherapy

Expertise

In what areas of health care do you perceive physiotherapists to be an expert?

2. Communication

As a peer instructor, what aspects of your communication are challenging?

What aspects are rewarding?

Which aspects do you need to further develop to improve your role as

peer instructor?

Did you anticipate the amount of preparation that would be required to

be a peer instructor?

5. Leadership Reflect on your recent visit to the ILRC and describe your role in addressing

the gaps in accessibility to services for individuals with disabilities.

6. Scholarship

Self-Reflection

What was a surprise to you in the first term of the program?

Discuss any academic / clinical performance issues.

Learning Styles

You have been exposed to various teaching methods. In what way have you

had to (or not) modify your learning style to learn in this program?

Student Learning Strategy

How do you find you are adapting to the peer teaching strategy (Step 2 &

3 labs) for the clinical skills?

What is your perspective on the peer assisted learning approach for the

clinical skills labs?

Self-Assessment from CPM

Using the CPM Learning Plan Goal Sheet (Appendix 4) please provide 2

SMART learning plan goals that can be achieved before your PAM 2


(Example provided in Appendix 5; more examples available on the CPM

website or the CPM Continuing Competency Program website.

7. Professionalism

Ethical Behaviour

How has your behavior changed in this program compared to your

undergraduate program?

Personal Wellness

How are you managing life balance with the demands of this program?

How would you describe your comfort level with the increased physical

contact with your peers as part of the clinical skills content?

Are you aware that not all your peers are necessarily comfortable with

this interaction? How do you deal with this issue?

https://www.manitobaphysio.com/for-physiotherapists/continuing-competence/practice-reflection-resources/learning-plan-goal-sheet-examples

https://www.manitobaphysio.com/for-physiotherapists/continuing-competence


Physiotherapy

Domain PAM # 2

Guiding Questions

1. Physiotherapy

Expertise

1.

What didn’t you expect regarding the areas of health care in which

physiotherapists are expert?

2. Communication

As a peer instructor, have you changed your approach to this role since you

were first introduced to it?

In the past few months you have had opportunities to practice history taking

skills related to the neuromusculoskeletal patient population.

Which aspects did you find different / similar from the context earlier in

the program?

Are there aspects of physiotherapy practice that you have learned so far

that clearly require a more specific approach to obtaining consent (e.g.

Disrobing, palpation, etc.)

3. Collaboration

Reflect on the group dynamics in the PT program that you experienced as

part of the various learning opportunities (Student learning strategies, small

group work, setting ground rules in tutorials, providing feedback etc.).

You have had several inter-professional learning opportunities. What is the

role of the physiotherapist on the health care team? What have you learned

about working within inter-professional groups? How did it differ from your

uniprofessional group dynamics?

During your clinical visits describe a situation where you observed:

Interprofessional communication to deal with treatment planning

issues;

A physiotherapist providing education to other health care

professionals.

4. Management During your clinical visits describe a situation where you observed:

A specific physiotherapy role beyond direct patient care;

A specific activity that contributed to discharge planning;


A physiotherapist in a supervisory role (students, rehab assistants,

administration).

6. Scholarship

Discuss any academic / clinical performance issues.

Student Learning Strategy

Would you say any aspect of your teaching style is changing as a result of

repeat opportunities to be a peer instructor? Do you have any

recommendations for the faculty to enhance this learning strategy?

Scholarship

Give an example where you used the health care literature to inform your

learning as a student physiotherapist. Which database(s) have you used?


Using the CPM Accomplishment Statement Sheet (Appendix 7) did you

accomplish your two learning goals submitted for the first Program

Advisor meeting? Who benefited and how?

See an example of a completed Accomplishment Statement in Appendix 8

For more detail, please visit the CPM Continuing Competency Program

website

Using the CPM Learning Plan Goal Sheet, list 2 new SMART goals related

specifically to your education to be accomplished by PAM 3.

https://www.manitobaphysio.com/for-physiotherapists/continuing-competence/practice-reflection-resources/completing-your-accomplishment-statement


7. Professionalism

Ethical Behaviour

What could be 3 implications of PHIA for you as a student

physiotherapist? Were there any challenges in communicating with the

clinicians you were assigned to for your clinical visits?

How would your future clinical instructors and patients view your social

media postings? Do they portray you as a “professional”? How

comfortable are you showing your program advisor your postings?

Professional integrity:

During your clinical visits describe a situation where you observed:

A loss (potential or actual) of patient dignity? (e.g. draping, etc.)

Social responsibility

Have you considered any roles / functions that you might volunteer for in

support of the physiotherapy student body or the profession?

(Committees, student reps, CoRS committees etc.)


Physiotherapy

Domain PAM # 3

Guiding Questions

1. Physiotherapy

Expertise

Describe your experience in applying the safety competencies as a

physiotherapist (e.g. body mechanics, patient handling skills, assessment

and intervention procedures)

Using your Clinical Skills Checklist, comment on the areas of practice in

which you feel confident in performing. What areas of practice are you

least confident and why?

Describe one instance where your health educator skills were effective.

2. Communication

What communication strategies would you use to initiate communication

in difficult situations (patient, family member, peer, faculty member,

clinical instructor)?

How did you use your conflict management skills during learning sessions

or placement?

Compare and contrast the communication methods with your clients, their

families, your colleagues, supervisors and the inter-professional team.

3. Collaboration

How would you describe your ability to provide and receive constructive

feedback?

o How has this aspect of communication changed since last year?

o What remains the greatest challenge for you with this aspect of

communication?

Describe one opportunity you had to provide client-centered care in

collaboration with another health care team member.

4. Management

Describe how you managed challenging aspects in your practice with

regards to:

Patient safety

Time management (e.g. caseload)


The treatment environment

Chart information access, and

Delegation to support personnel

5. Leadership

Describe one occasion that you or another team member advocated for a

client. What do you perceive as barriers to advocacy on behalf of a client?

6. Scholarship

Discuss any academic / clinical education performance issues (including the

Clinical Skills Checklist and ACP).

Give an example from one of your clinical placements where you

implemented evidence-based physiotherapy treatment. How did you

ensure that your specific intervention was evidence-based?


Using the CPM Accomplishment Statement Sheet (Appendix 6) describe

how you accomplished your two learning goals submitted for the PAM 2.

Using the CPM Learning Plan Goal Sheet, list 2 new professional SMART

goals to be accomplished by next PAM 4 meeting.

7. Professionalism

Discuss 2 roles from the Competency Profile for Physiotherapists in Canada

(2017) that you were the least familiar with.

Ethical Behaviour

Describe how The PT Department Code of Conduct or Class Code of

Conduct has guided you during interactions with clients, classmates,

instructors and site visit personnel.

Professional Integrity

Provide an example from your clinical experiences where you

demonstrated accountability for your decisions and actions (i.e. describe a

time where you have done something you regret and what did you do

about it?)


Provide an example from your clinical experiences where you

demonstrated valuing diversity in your clients.

Personal Wellness


Looking back over the program so far, were there any situations that

continue to trouble you? Does the memory of the event still bother you?

This can refer to any setting, be it clinical or academic. Do you have

someone you can talk to about the event?


Physiotherapy

Domain PAM #4 (End of Year 2)

Guiding Questions

1. Physiotherapy

Expertise

Using your Clinical Skills List, comment on the areas of practice in which

you feel confident in performing. What areas of practice are you least

confident and why?

2. Communication

Since having further clinical experience in the last year, describe any

changes in your communication style with clients, their families, medical

interpreters, supervisor, colleagues and the inter-professional team

How did the PT role as health educator in your clinical placements compare

to the learning situations explored / experienced in the first academic

year?

3. Collaboration

Describe one opportunity you had during your clinical placements where

you and/or another health care team member collaborated in order to

provide client centered care.

Describe a clinical situation where there was a potential for conflict among

team members. How was this conflict dealt with or averted?

4. Management

How did you manage your clinical practice differently (e.g. time

management, caseload, supervision, etc.) between your various clinical

settings (acute, rehab, outpatient etc.) and areas (NMSK, CVP, Neuro)?

How do you interpret your role as a delegator of PT functions?

5. Leadership

What patient population is underserved by physiotherapy? How could you

advocate for this population to address this lack of PT services as a new

graduate?

6. Scholarship

Self-Reflection

Discuss any academic / clinical education performance issues (including the

Clinical Skills Checklist and ACP).


Reflect back on your portfolio submissions to date. How does your

portfolio demonstrate changes in your personal and professional growth

during your time in the MPT program?

Scholarship

What physiotherapy clinical practices have you observed or performed

clinically but are not supported by evidence? Discuss possible implications

for your future practice.


Using the CPM Accomplishment Statement Sheet (Appendix 5) describe

how you accomplished your two learning goals submitted for the PAM 3.

Who benefited and how?

How do you see applying this process of goal setting after graduation?

7. Professionalism

Personal Wellness


Regulatory requirements

Describe some of the challenges you have had in meeting CPM’s Practice

Statement 4.17 Record Keeping.

How has your MPT Professional Portfolio guided your professional growth

as a student physiotherapist?

Social responsibility

Revisit your statements from PAM 2 where you described your role in

volunteering in physiotherapy sponsored / organized events, professional

organizations or community programs. Where do you see yourself as a

new graduate with our professional organizations?

https://www.manitobaphysio.com/wp-content/uploads/4PS17-Record-Keeping-Approved-Sept-20161.pdf

https://www.manitobaphysio.com/wp-content/uploads/4PS17-Record-Keeping-Approved-Sept-20161.pdf


References

Canadian Council of Physiotherapy University Programs (2009) Entry-to-Practice Physiotherapy

Curriculum: Content Guidelines for Canadian University Programs, May, 2009. Retrieved online

June 5, 2014 from:

http://www.physiotherapyeducation.ca/Resources/National%20PT%20Curriculum%20Guideline

s%202009.pdf.

College of Physiotherapists of Manitoba (2018) Continuing Competence Program

http://www.manitobaphysio.com/for-physiotherapists/continuing-competence

Faculty of Graduate Studies Physical Therapy, Supplemental Regulations (2015). Professional Behavior

SECTION 4: General Regulations: Master’s Performance not related to Course Work. Retrieved

online May 2, 2018 from

http://umanitoba.ca/faculties/graduate_studies/media/Physical_Therapy_Sup_Regs.pdf

Faculty of Graduate Studies (2018). Faculty of Graduate Studies, Progress Report Form. Retrieved online

May 2, 2018 from

http://umanitoba.ca/faculties/graduate_studies/media/Progress_Report_2018.pdf

Hamilton, J (2017). The Power of Reflection. University of Manitoba Office of Educational and Faculty

Development Newsletter Issue 2. Retrieved May 2, 2018 from

https://www.manitobaphysio.com/wp-content/uploads/The-Power-of-Reflection-by-Joanne-

Hamilton-2017.pdf

National Association for Clinical Education in Physiotherapy (2013). A Checklist of Key Cardio-

Respiratory Interventions for Entry-Level Physical Therapy Students. Retrieved May 2, 2018 from

http://physicaltherapy.med.ubc.ca/files/2013/11/CARDIO-RESPIRATORY-CHECKLIST.pdf.

National Physiotherapy Advisory Group (2017). Competency Profile for Physiotherapists in Canada.

Retrieved online May 2, 2018 from https://physiotherapy.ca/essential-competency-profile

National Physiotherapy Advisory Group (2009). Essential Competency Profile for Physiotherapists in

Canada. Retrieved online May 9, 2018 from

http://www.physiotherapyeducation.ca/Resources/Essential%20Comp%20PT%20Profile%20200

9.pdf

http://www.physiotherapyeducation.ca/Resources/National%20PT%20Curriculum%20Guidelines%202009.pdf

http://www.physiotherapyeducation.ca/Resources/National%20PT%20Curriculum%20Guidelines%202009.pdf

http://www.manitobaphysio.com/for-physiotherapists/continuing-competence

http://umanitoba.ca/faculties/graduate_studies/media/Physical_Therapy_Sup_Regs.pdf

http://umanitoba.ca/faculties/graduate_studies/media/Progress_Report_2018.pdf

https://www.manitobaphysio.com/wp-content/uploads/The-Power-of-Reflection-by-Joanne-Hamilton-2017.pdf

https://www.manitobaphysio.com/wp-content/uploads/The-Power-of-Reflection-by-Joanne-Hamilton-2017.pdf

http://physicaltherapy.med.ubc.ca/files/2013/11/CARDIO-RESPIRATORY-CHECKLIST.pdf

https://physiotherapy.ca/essential-competency-profile

http://www.physiotherapyeducation.ca/Resources/Essential%20Comp%20PT%20Profile%202009.pdf

http://www.physiotherapyeducation.ca/Resources/Essential%20Comp%20PT%20Profile%202009.pdf


Appendix 1: NEUROMUSCULOSKELETAL CLINICAL SKILLS CHECKLIST Available in a fillable pdf at

http://umanitoba.ca/rehabsciences/research/media/2018_Ortho_Clinical_Skills_Checklist.pdf

College of Rehabilitation Sciences Department of Physical Therapy

NEUROMUSCULOSKELETAL CLINICAL SKILLS CHECKLIST

ASSESSMENT PROCESS / TECHNIQUE Opportunity to review and integrate

A. Information gathering - chart review

i. Relevant admission history

ii. Social history

iii. History of present illness/complaints

iv. Past medical history

v. Physician orders (relevant to PT)

vi. Current medications

vii. Relevant prior Physiotherapy intervention

viii. Reports on investigative procedures: interpretation

a. Imaging

b. Radiography

c. Other

B. Information gathering – relevant history taking Observed Performed

Becoming confident

Confident

i. Entrance complaints or primary problem

ii. History of present illness/complaints a. Location of primary complaints b. Symptomatic issues related to

pain/discomfort c. Exacerbating and abating factors d. Description of pain/complaints

iii. Social history

http://umanitoba.ca/rehabsciences/research/media/2018_Ortho_Clinical_Skills_Checklist.pdf


iv. Past medical history a. Relevant prior trauma or surgery b. Awareness of past or current medical

condition that may impact recovery or exercise prescription

v. Knowledge about given health condition (pathology and clinical manifestations of given health condition)

vi. Determine physiotherapy diagnosis from subjective examination

vii. Determine clients level of irritability to help clinically reason which objective tests to perform for the objective examination

viii. 3rd party information as patient unable to provide

C. Information Gathering – physical examination Observed

Performed

Becoming

confident Confident

i.Observation / Inspection

General appearance: posture and position tests of all spinal and peripheral joints

o Understand the causes of common postural changes

o Understand the consequence of common postural change

Integument system: Skin condition, colour, scars/incision, muscle atrophy/hypertrophy,

Respiratory system:

Pattern of respiration including respiratory rate, accessory muscle use if present, synchronous or asynchronous …..

Expansion of thorax during respiration

ii. Active range of motion (AROM)

Observation of AROM for all spinal and peripheral joints

AROM measurement with a tape measure for decreased spinal ROM

AROM measurement of all peripheral joints using various sized goniometers

Appreciation of typical trick movements for all areas of assessment

iii.Passive range of motion (PROM)


Performs PROM for all spinal and peripheral joints knowing the normal and pathologic end feels

Performs PPM’s and PIVM’s Performs PAM’s and PAVM’s Identifies capsular and non-capsular patterns

of restriction for peripheral and spinal joints Interpret patterns of inert tissue lesions

iv.Muscle tests

Resisted isometric testing- selective tissue tension testing to determine if the contractile unit is problematic

Interpret patterns of contractile unit lesions Performs length testing on various spinal and

peripheral muscles Performs manual muscle testing when

indicated on various spinal and peripheral muscles

v. Biomechanical exam Performs osteokinematic and arthrokinematic

assessments on peripheral and spinal joints i. Position tests

ii. Performs PPM’s and PIVM’s iii. Performs PAM’s and PAVM’s

vi. Functional status

AROM

bed mobility and repositioning

gait / ambulatory status need for gait aid prescription gait aid sizing and prescription

muscular strength / endurance

vii. Measurement of HR, BP, RR, at rest and with exercise

viii. Identify impairments

ix. Palpation

Appropriate and accurate palpation of relevant soft tissue and boney anatomy

Other


INTERVENTIONS Observed Performed

Becoming

confident

Confident

A. Health Education (list below the types of health education opportunities you have observed or performed)

B. Treatment techniques

i. Stretching exercises

ii. Strengthening exercises a. Strengthening exercise for spinal and

peripheral muscles with the cause of the weakness in mind when prescribing exercises

iii. Soft tissue massage

a. Transverse friction massage b. Trigger point compression c. Various strokes

iv. Mobilizations

v. PROM PPM, graded mobilizations for spinal and

peripheral joints

vi. AROM AAROM

vii. Electro-physical agents Mechanical traction Ultrasound Interferential therapy current TENS

viii. Education Nature of problems Activity modification Posture correction

C. Techniques to improve mobility


a. Bed mobility and transfer training

b. Gait re-education

D. Techniques to improve aerobic capacity and strength

a. aerobic exercise prescription

b. resistance/circuit exercise prescription

E. Interprofessional collaboration

a. Describe PT role function

b. Team functioning

c. Collaborative leadership

d. Interprofessional conflict resolution

e. Interprofessional communication

f. Patient / Client / Family / Community centered care

Please √ the key indicator conditions1 encountered during any of the clinical placements

Categories Key Indicator Conditions √

Cervical Spine Increased lordosis

Whiplash

Disc injury

Lower motor neuron impairment

Chronic neck pain

Z joint sprain

Other (specify)

Shoulder Traumatic

AC joint separation

GH joint dislocation

Ligament sprains

Rotator cuff strain

Fractures

Contusions

SLAP lesions

Insidious

Impingement

Nerve compression

Bursitis

Adhesive capsulitis

Surgical


Rotator cuff repair

GH stabilization

Other (specify)

Elbow Traumatic

Elbow cont. Elbow Joint dislocation

Muscle strain

Fractures

Contusions

Ligament Sprains

Insidious

Epicondylitis

Nerve Compression

Bursitis

Surgical (specify)

Other (specify)

Wrist/Hand Traumatic

Fractures

Sprains

Strains

Nerve Compression

Insidious

Nerve Compression (CTS)

Tendonitis

Surgical

Tendon Repairs

Other (specify)

Increased lordosis


Lumbar Spine / Pelvis

Radiculopathy

Disc Injury

Lower motor neuron impairment

Chronic low back pain

SI joint dysfunction

Z joint sprain

Other (specify)

Hip Traumatic

Fractures

Sprains

Strains

Contusions

Insidious

Bursitis

Chronic hip pain

Groin pull

Nerve entrapment

Surgical

Hip replacement

Other (specify)

Knee Traumatic

Meniscal lesions

Ligament sprains

Patellar dislocation

Fractures

Strains

Insidious

PFS

Tendonitis

ITB friction syndrome


1 Entry-to-Practice Physiotherapy Curriculum: Content Guidelines for Canadian University Programs©

Council of Canadian Physiotherapy University Programs, May 2009

Bursitis

Surgical

Ligament repair

Meniscal repair

ORIF

Other (specify)

Ankle Traumatic

Sprains

Strains

Fractures

Insidious

Plantar fasciitis

Metatarsalgia

Ankle cont. Surgical

ORIF

Other (specify)


Appendix 2: CARDIORESPIRATORY CLINICAL SKILLS CHECKLIST Available in a fillable pdf at

http://umanitoba.ca/faculties/health_sciences/media/2018CVP_-_Clinical_Skills_Checklist.pdf

NATIONAL ASSOCIATION FOR CLINICAL EDUCATION IN PHYSIOTHERAPY CARDIORESPIRATORY CLINICAL SKILLS CHECKLIST

IMPORTANT NOTICE TO STUDENTS The checklist is a guide for tracking PT student CR experiences. The checklist should be used to

guide/maximize a student’s CR clinical experience. A student is unlikely to obtain exposure and/or clinical experience in all of the areas listed prior to graduation. The checklist is NOT meant to be used

as an evaluation tool or a measure of a student’s CR clinical competence.

Assessment Techniques

Cardiorespiratory History/Lab Results: The student will demonstrate knowledge of relevant history and lab results such as those listed below and incorporate them into assessment and treatment planning, in keeping with the practices of the clinical setting.

Completed (√)

Comments

1. Chart review: accurate & complete for relevant data

2. ABG interpretation

3. PFTs / spirometry interpretation

4. Results of cardiac/pulmonary diagnostic tests (e.g.

echocardiography, ECG arrhythmias, pulmonary stress

test)

5. Awareness of CR precautions/contraindications for

treatment

6. Collection of radiographic information

7. Blood work findings (e.g. WBC, Hb, platelets, INR, PTT,

Troponin, BUN, Creatinine, Alkaline Phosphatase,

Serum Calcium, Albumin, electrolytes)

8. Pharmacological implications of medications taken

(e.g. ACE inhibitors, B-blockers, respiratory agents)

analgesia, PCA, anesthesia)

Other:

Subjective: The student will demonstrate knowledge and/or use of a variety of subjective assessment

tools such as those listed below, in keeping with the practices of the clinical setting.

http://umanitoba.ca/faculties/health_sciences/media/2018CVP_-_Clinical_Skills_Checklist.pdf


Completed (√) Comments

1. CR complaints (e.g. SOB, orthopnea, PND, cough,

angina, syncope, nausea)

2. Pain/discomfort (e.g. angina, musculoskeletal, surgical)

3. Use of patient self-report measures (e.g. McGill pain

measure, VAS, CLASP, Quality of Life Measures, Borg

Rating of Perceived Exertion)

4. Patient history, (with focus on respiratory issues such

as smoking, etc.)

5. Recent Activity History

Other:

Objective: Inspection/Observation: The student will demonstrate knowledge and/or use of a variety

of objective assessment measures such as those listed below, in keeping with the practices of the

clinical setting.

Completed (√) Comments

1. Lines and Tubes (understand implications)

2. Understand the implications of and Perform Vital Signs

(e.g. heart rate, oxygen saturation, blood pressure,

respiration rate, temperature)

3. Fluid Balance (understand implications)

4. Jugular venous pressure (distention), peripheries,

abdomen (understand implications)

Observed/

Discussed

(√)

Performed

on Patient

(√)

Comments

1. Chest Assessment ( IPPA)

Inspection (cyanosis, clubbing; rate,

rhythm, depth; indrawing, accessory

muscle use)


Palpation (e.g. position of the trachea,

diaphragmatic excursion, sites of

chest pain/tenderness)

Percussion (resonant, hyperresonant,

dull)

Auscultation (e.g. vocal sound, breath

sounds, adventitia)

Cough (effective, ineffective)

Sputum ( colour, consistency)

2. Mobilization (independent; with

supervision/assistance)

Bed mobility

Transfers

Gait/Ambulatory status

(with/without mobility aid; with

supervision/assistance)

3. Functional Capacity Measures (6

MWT, self-paced walk, shuttle walk)

4. Balance ( sitting, standing, walking)

5. Posture ( affecting chest expansion)

6. Strength/Endurance (sufficient for

safe mobilization)

7. Range of Motion (e.g. UE/thoracic

ROM for thoracic/cardiac/abdominal

surgery and COPD;

Other:


Analysis and Planning

The student will learn to collect and analyze assessment findings and apply these to the identification of goals and the development of treatment plans, in keeping with the practices of the clinical setting.

Completed (√)

Comments

1. Formulate and articulate evaluation findings 2. Establish short- and long-term patient-centered goals 3. Develop effective treatment plans

Treatment Techniques

The student will become knowledgeable about a number of treatment methods, but may only practice some. All students should endeavour to obtain practice with a variety of treatment techniques, in keeping with the practices of the clinical setting.

Observed/ Discussed

(√)

Performed on Patient

(√)

Comments

1. Mobilization (e.g. bed mobility; transfers from bed to std., chair; walking within a room; stairs; prescription of mobility device)

2. Safe management of tubes and lines (including peripheral intravenous catheters, IVs, Foley, chest tubes, surgical drains, endotracheal tube)

3. Oxygen titration 4. Improved ventilation / breathing

exercises - may include: Mobilization Deep Breathing (e.g. thoracic

expansion exercises - diaphragmatic breathing, lateral costal breathing)

Volume augmentation (e.g. sniffing, breath stacking)

Facilitated Breathing / Manual Techniques (e.g. rib springing, basal lifts, Kolakowski techniques)

5. Secretion mobilization - may include: Mobilization Active Cycle Breathing Technique

(ACBT), Forced expiratory technique/huffing,

autogenic drainage, Postural drainage, percussions

(manual/mechanical), vibrations Devices (e.g. PEP, Flutter)


6. Secretion clearance – may include: Huff, cough, manual assisted cough Suctioning – non-intubated,

with/without oral or nasal airways Suctioning - intubated,

tracheal/stoma cough assist In-exsufflation/Cough assist

7. Managing dyspnea – may include: Purse lip breathing, Positioning for SOB, Energy conservation Relaxation training

8. Implement Exercise Training Prescription of adapted programs appropriate for special CR populations such as the critically ill, acutely ill, chronic respiratory and cardiac patients – may include: Aerobic exercise prescription Resistance exercise

9. Thoracic mobility (e.g. AROM, AAROM, PROM)

Other:

Complete the following to track your experiences:

CR Patient Diagnoses seen on Placement (list) Settings / CR Environments (list)

National Association for Clinical Education in Physiotherapy (2013)


Appendix 3: MPT NEUROLOGY CLINICAL SKILLS CHECKLIST Available in a fillable pdf at

http://umanitoba.ca/faculties/health_sciences/media/2018_Neuro_Clinical_Skills_Checklist_perform

ed_on_placement.pdf

University of Manitoba

MPT NEUROLOGY CLINICAL SKILLS CHECKLIST

Assessment Skills Observed Performed

Becoming Confident

Confident

A. Gross motor function

i. Describe movement strategies (quality, devices, timeliness, independence):

supinesidelyingsitstand

supinelong sitting

sitsit transfer

bridging

“scooting” up and down, side to side in supine

“scooting” along bed in sitting (laterally, forward, backward)

sit/standfloor

ii. Administer and score the Chedoke McMaster Stroke Assessment Activity Inventory

iii. Administer and score the Timed Up and Go

iv. Describe components of the Functional Independence Measure

v. Describe other standardized measures of gross motor function and transfers

B. Motor Assessment Observed Performed

Becoming Confident

Confident

i. Assess AROM, PROM, and tone

upper extremity

lower extremity

ii. Describe the findings of the tone assessment

http://umanitoba.ca/faculties/health_sciences/media/2018_Neuro_Clinical_Skills_Checklist_performed_on_placement.pdf

http://umanitoba.ca/faculties/health_sciences/media/2018_Neuro_Clinical_Skills_Checklist_performed_on_placement.pdf


low tone

spasticity

rigidity

clonus

iii. Describe standardized measures of tone (e.g. the modified Ashworth Scale)

iv. Be able to test and discriminate between normal and abnormal

Babinski

Clonus

Deep tendon reflexes

v. Assess for abnormal movement synergies (u/e, l/e) (AKA motor selectivity)

identify and describe flaccid, reflexive movement, voluntary movement in “synergy”, voluntary movement out of “synergy”, “normal” movement

vi. Administer and score the Chedoke McMaster Stroke Assessment Impairment Inventory

vii. Describe other standardized measures of sensori-motor recovery after brain injury

viii. Recognize involuntary movement

dystonia

tremor

athetoid

choreiform

associated movements

ix. Assess strength of upper and lower extremities

x. Assess non-equilibrium tests of coordination

dysdiadochokinesia

o rapid alternating movements

o tapping

dysdiadochokinesia (continued)


o other tests

dysmetria

o finger-nose

o heel-shin

o other tests

rebound

xi. Determine spinal cord injury levels according to ASIA scale

C. Sensation and proprioception Observed Performed

Becoming Confident

Confident

i. Assess discriminative touch:

touch awareness

touch localization

sensory extinction

touch pressure threshold

two-point discrimination

ii. Assess proprioception:

joint position

joint motion

stereognosis

vibration

iii. Assess pain – sharp/dull

iv. Assess temperature perception

D. Visual Screen

i. acuity

i. depth perception

ii. visual field deficit


iii. gaze control

E. Perception and Cognition Observed Performed

Becoming Confident

Confident

i. Recognize / describe perceptual impairments:

body scheme

anosognosia

unilateral neglect

position in space

limb apraxia

figure ground perception

ii. Assess orientation x 3

iii. Recognize / describe cognitive impairments:

attention

orientation

memory

problem solving/ executive functioning

iv. Describe Mini Mental State Exam results

v. Recognize communication impairments

F. Postural control / balance Observed Performed

Becoming Confident

Confident

i. Assess sitting posture/alignment

ii. Assess sitting balance

static

internal perturbations

external perturbations


changing sensory environment

iii. Assess standing posture/alignment

iv. Assess standing (bipedal) balance

static

internal perturbations

external perturbations

changing sensory environment

v. Administer and score the Berg Balance Scale

vi. Perform the modified mCTSIB (modified Clinical Test for Sensory Interaction in Balance)

vii. Describe other standardized measures of balance

viii. Higher level reactions

recognize equilibrium reactions

recognize righting reactions

recognize protective reactions

ix. Vestibular

Perform the Hallpike Dix assessment maneuver

Reposition for Benign Paroxysmal Positional Vertigo (BPPV)

G. Gait Observed Performed

Becoming Confident

Confident

i. Assess and describe the following aspects of gait:

degree of independence

use of aid

distance

speed

quality of gait pattern (gait deviations seen in swing + stance components)

directions


Treatment Skills Observed Performed

Becoming Confident

Confident

i. Be prepared to utilize alternate communication strategies with a non-verbal client

ii. Describe precautions and variations of positioning for treatment of clients with increased ICP

iii. Apply motor learning principles to all treatment of activity limitations

i.e. gait, reaching, sit to stand, transfers etc

Scheduling practice

o Practice vs. rest

o Variable practice

o Context effects (random vs. blocked)

Type of Practice

o Whole vs. part

o Transfer tasks

o Mental practice

o Guidance

Feedback

o Knowledge of performance

o Knowledge of results

surfaces

distractions

other circumstances (e.g. crossing a busy street, carrying objects, wind)

gait variations (e.g. climbing stairs, running, hopping, skipping, jumping etc)

ii. Describe standardized tests for measuring ambulation and gait.



Becoming Confident

Confident

iv. Apply Facilitation Techniques safely and appropriately

Icing

Vibration

Tapping

Quick stretch

Weight bearing (joint compression)

Tonic labyrinthine inverted position

Special senses

Physical cues

v. Apply Inhibitory Techniques safely and appropriately

Neutral warmth

Maintained touch or pressure

Slow stretch

Rocking, rolling

Pressure over muscle insertion

Weight bearing (joint compression) of normal body weight

Prolonged use of ice

Vibration

vi. Measure a client for a basic transport wheelchair

vii. Be prepared to discuss need for orthotic (AFO etc) with an orthotist and /or physician

A. Interventions - Postural Control

i. In Sitting

Teach and assist client into neutral pelvic tilt (‘correct’ sitting posture)

o From behind, beside and in front of client



Becoming Confident

Confident

o With 1 person and 2 person assist

Teach and assist client with lateral weight shift

o From beside and in front of client

Teach and assist client with scooting forward and sideways

Impose movement to challenge client i.e. move arms, head, trunk, step with foot etc

o Change environment to challenge client i.e. height of seat etc

ii. Standing

Impose movement to challenge client i.e. move arms, step with foot etc

o Change environment to challenge client i.e. reduce base of support, stand on sponge etc

iii. Walking

Impose movement to challenge client i.e. walk in different directions, change the width of the base, carry object etc

o Change environment to challenge client i.e walk on different surfaces etc

B. Bed Mobility and Functional activities Observed Performed

Becoming Confident

Confident

i. Utilize motor learning issues discussed above

ii. Teach & assist client to roll side to side with various techniques

iii. Teach & assist client to sit up in bed (long sit)

iv. Teach & assist client to sit up to the side (both sides) with various techniques

v. Teach & assist client to ly down from sitting (both sides) with various techniques

vi. Teach & assist client to get up and down to the floor from sitting and standing with various techniques

vii. Sit to stand



Becoming Confident

Confident

Teach and assist client to move from sit <-> stand

Change environment to challenge client

Change amount of assistance given to client

C. Gait Re-education Observed Performed

Becoming Confident

Confident

i. Demonstrate part task activities in sitting, squat, high sitting, or standing as appropriate to the task (sometimes called gait preparation / pre-gait activities) to assist the client in maximizing gait strategies such as:

Postural support and stability

Weight bearing

o Stepping forward

o Stepping up

Weight shift

Stance

swing

Incorporate motor learning principles (scheduling of practice and type of practice) with part task activities

ii. Demonstrate use of alternate aids for gait treatment

iii. Demonstrate the adaptation of gait to various tasks such as:

stairs

opening door

carrying objects

obstacle course



Becoming Confident

Confident

iv. Utilize motor learning strategies such as types of feedback and / or guidance to assist client with gait pattern

Demonstrate and describe progression of guidance in gait treatment

o E.g. ‘facilitation’ of whole task activity / gait pattern

v. Demonstrate and describe progression of activities (stability – mobility) in gait treatment

D. Upper Extremity Re-education

i. discriminate treatment of transport and manipulation phases

ii. incorporate postural control activities appropriate for upper limb dysfunction

iii. apply different techniques to stretch soft tissue structures that contribute to hemiplegic shoulder pain

iv. select, apply and evaluate effectiveness of support systems for the hemiplegic upper limb

slings taping/strapping positioning devices to prevent

subluxation/injury for various positions (w/c, supine, sit, sidelying)

v. apply activities on a stable surface progressing to mobile surfaces progressing to movements where the distal segment move on a stable proximal base:

static body moves on arm body and arm move together arm moves on body

vi. apply other therapeutic techniques taught/learned in previous years

electrical modalities (FES, TNS, Jobst, IFC…) progressive resisted exercise motor learning principles

E. Treatment Skills for Specific Conditions

Observed Becoming Confident

Confident



Becoming Confident

Confident

Parkinson’s Disease:

o techniques to decrease freezing and help initiate movement

o techniques to decrease shuffling when walking

o techniques to improve posture

Spinal Cord Injury:

o lateral sliding board transfer techniques

o bed mobility including rolling, supine → long sitting

o floor transfer techniques


Appendix 4: College of Physiotherapist of Manitoba (CPM) Learning

Plan Goal Sheet

Professional Development: Goal for this Year.

Please identify the intended service user(s) for this goal (e.g. self, classmates, patients/clients, or supervisor).

List proposed learning activities and resources you need to achieve your goal.

Indicators of Success: How do you anticipate knowing if and when you have met your goal? (list any objective measures that may help you monitor your success)

Target Date for Completion:

Date:



Plan Goal Sheet Example



Plan Goal Peer Review Criteria


Appendix 7: CPM Accomplishment Statement Sheet


Appendix 8: CPM Accomplishment Statement Sheet Example


Appendix 9: College of Physiotherapist of Manitoba (CPM)

Accomplishment Statement Peer Review Criteria


Appendix 10: MPT Portfolio Review Form

(paper copy should be retained by the student in their portfolio; e-copies should be retained by

both the student and the PA).

Student Name: ____________________ MPT1 □ MPT2 □ ACP=Assessment of Clinical Practice; CLC=Clinical Learning Contract; PAM=Program Advisor Meeting

Items Reviewed Review Criteria

PA to initial if

complete

MPT

1

MPT 2

1. Professional Practice

Review

Original copies of official documents: Child Abuse Registry Check

Adult Abuse Registry Check

Criminal Record Check with Vulnerable Sector Search

CPM Membership Card

CPR Certificate

N95 Mask Fit Test Size Certificate

PHIA Card

CPA Membership (voluntary)

MPT Code of Conduct

Year Syllabus

Routine Practices

FGS Progress Report Form

Clinical skills checklists: Neuromusculoskeletal Cardiorespiratory

Neurology

ACP & CLC: Neuromusculoskeletal (2) Cardiorespiratory

Neurology

Comments / Suggestions

PAM 3 Clinical skills challenges (based on checklist and ACPs) and action plans determined (may be addressed in learning goals):

PAM 4 Clinical skills challenges (based on checklists and ACPs) and action plans determined (may be addressed in learning goals):

2. Self-Reflection Documents Self-reflection documents (check off) PAM 1 PAM 2 PAM 3 PAM 4

Comments / Suggestions PAM 2


PAM 4

3. Continuing Competence CPM Goals & Accomplishment sheets (check off) PAM 1 PAM 2 PAM 3 PAM 4


PAM 4

4. Portfolio Folder

Portfolio is presented in a clear and organized manner. May also include copies of presentations and or assignments; commendations or thank you cards; and other relevant materials.

PAM 1 PAM 2 PAM 3 PAM 4


PAM 4

Advisor’s Overall Comments (following PAM 4):

Date Print Name of PA Signature of PA

For MPT 1: No issues For MPT 2: Pass Fail

Student’s Comments (following PAM 4): What have you learned about yourself during the process of creating a portfolio? How will you use what you have learned about yourself moving forward into practice?

Date Signature of Student

Date Signature of Department Head

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