The Relationship Between Completion of Postprofessional Orthopedic Manual Physical Therapy Education and Core Values of Professionalism
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Bibliographic record
Abstract
Purpose. Professionalism is defined by the American Physical Therapy Association using behavioral sample indicators representing 7 core values in its core document, Professionalism in Physical Therapy: Core Values (PCV). The purpose of this study was to examine the graduates' perceived effect of graduation from a university-based postprofessional certificate in Orthopedic Manual Physical Therapy (OMPT) on sample indicators representing the core values of accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility as well as their perception of recognition by others as providing excellence in physical therapy. Methods: 178 graduates of the OMPT program participated in the study. An OMPT Graduate Survey developed for this study included 29 Likert items and one open ended question. Constructs were established to represent each core value as well as an additional construct representing recognition by others as providing excellence in physical therapy. Quantitative analysis included descriptive statistics. The constant comparative method was used for qualitative analysis. Results: Six core value constructs and the recognition construct yielded a mean of 4 (agreement) or greater and social responsibility yielded a mean of 3.37 (neutral). Qualitative data revealed four themes: relationships with clients and others, knowledge/expanded understanding, skills/outcomes, and perception of self/personal growth. Discussion: Graduates' perceptions of enhanced core values except social responsibility, increased recognition of excellence by others, and improved perception of self and personal growth could lead to overall enhancement of professionalism through increased opportunities for graduates to be influential to peers, institutions, the profession of physical therapy, health care and society. Strategies could be developed within post professional programs to further facilitate social responsibility into the profession of physical therapy. Conclusion: The completion of a post professional program may contribute to development of the core values except social responsibility, an increased recognition by others as providing excellence in physical therapy, enhanced job satisfaction, increased confidence, and personal growth.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it