master of physical therapy professional...
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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
Modified April 25, 2019. Original, 2011 1
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
Modified April 25, 2019. Original, 2011 2
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).
Modified April 25, 2019. Original, 2011 3
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.).
Modified April 25, 2019. Original, 2011 4
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.
Modified April 25, 2019. Original, 2011 5
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.
Modified April 25, 2019. Original, 2011 6
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
Modified April 25, 2019. Original, 2011 7
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.
Modified April 25, 2019. Original, 2011 8
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.
Modified April 25, 2019. Original, 2011 9
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.
Modified April 25, 2019. Original, 2011 10
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
Modified April 25, 2019. Original, 2011 11
SCHEDULE OF ACTIVITIES
Session Date/time Period Portfolio Activity
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
Modified April 25, 2019. Original, 2011 12
SCHEDULE OF ACTIVITIES
Session Date/time Period Portfolio Activity
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
Modified April 25, 2019. Original, 2011 13
SCHEDULE OF ACTIVITIES
Session Date/time Period Portfolio Activity
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.
Modified April 25, 2019. Original, 2011 14
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
Modified April 25, 2019. Original, 2011 15
(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?
Modified April 25, 2019. Original, 2011 16
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;
Modified April 25, 2019. Original, 2011 17
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?
Self-Assessment from CPM
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.
Modified April 25, 2019. Original, 2011 18
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.)
Modified April 25, 2019. Original, 2011 19
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)
Modified April 25, 2019. Original, 2011 20
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?
Self-Assessment from CPM
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?)
Modified April 25, 2019. Original, 2011 21
Provide an example from your clinical experiences where you
demonstrated valuing diversity in your clients.
Personal Wellness
How are you managing life balance with the demands of this program?
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?
Modified April 25, 2019. Original, 2011 22
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).
Modified April 25, 2019. Original, 2011 23
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.
Self-Assessment from CPM
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
How are you managing life balance with the demands of this program?
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?
Modified April 25, 2019. Original, 2011 24
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
Modified April 25, 2019. Original, 2011 25
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
Modified April 25, 2019. Original, 2011 26
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)
Modified April 25, 2019. Original, 2011 27
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
Modified April 25, 2019. Original, 2011 28
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
Modified April 25, 2019. Original, 2011 29
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
Modified April 25, 2019. Original, 2011 30
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
Modified April 25, 2019. Original, 2011 31
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
Modified April 25, 2019. Original, 2011 32
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)
Modified April 25, 2019. Original, 2011 33
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.
Modified April 25, 2019. Original, 2011 34
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)
Modified April 25, 2019. Original, 2011 35
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:
Modified April 25, 2019. Original, 2011 36
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)
Modified April 25, 2019. Original, 2011 37
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)
Modified April 25, 2019. Original, 2011 38
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
Modified April 25, 2019. Original, 2011 39
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)
Modified April 25, 2019. Original, 2011 40
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
Modified April 25, 2019. Original, 2011 41
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
Modified April 25, 2019. Original, 2011 42
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
Modified April 25, 2019. Original, 2011 43
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.
Modified April 25, 2019. Original, 2011 44
Treatment Skills Observed Performed
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
Modified April 25, 2019. Original, 2011 45
Treatment Skills Observed Performed
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
Modified April 25, 2019. Original, 2011 46
Treatment Skills Observed Performed
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
Modified April 25, 2019. Original, 2011 47
Treatment Skills Observed Performed
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
Modified April 25, 2019. Original, 2011 48
Treatment Skills Observed Performed
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
Modified April 25, 2019. Original, 2011 49
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:
Modified April 25, 2019. Original, 2011 50
Appendix 5: College of Physiotherapist of Manitoba (CPM) Learning
Plan Goal Sheet Example
Modified April 25, 2019. Original, 2011 51
Appendix 6: College of Physiotherapist of Manitoba (CPM) Learning
Plan Goal Peer Review Criteria
Modified April 25, 2019. Original, 2011 52
Appendix 7: CPM Accomplishment Statement Sheet
Modified April 25, 2019. Original, 2011 53
Appendix 8: CPM Accomplishment Statement Sheet Example
Modified April 25, 2019. Original, 2011 54
Appendix 9: College of Physiotherapist of Manitoba (CPM)
Accomplishment Statement Peer Review Criteria
Modified April 25, 2019. Original, 2011 55
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
Modified April 25, 2019. Original, 2011 56
PAM 4
3. Continuing Competence CPM Goals & Accomplishment sheets (check off) PAM 1 PAM 2 PAM 3 PAM 4
Comments / Suggestions PAM 2
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
Comments / Suggestions PAM 2
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