Abstract
PURPOSE: Many physical therapists are seeking to enhance their professional competence and career marketability by enrolling in Transitional Doctor of Physical Therapy (TDPT) programs. Plans of study for students include consideration of the individual's knowledge, experience and demonstrated skills and competence based on self-assessment. A popular tool for performance-based assessment, also called authentic assessment, is the portfolio. The purpose of this report is to describe a professional self:assessment process utilizing a portfolio that serves as a basis for planning professional development in a TDPT program. DESCRIPTION: Twelve students enrolled in a TDPT program developed portfolios as a means of self-assessing professional development prior to designing a plan of study. The process included development of a professional mission statement, self-assessment substantiated with exemplars, reflective analysis, and goal-setting. The structure was presented in an online format that included reflection through collaborative conversation among peers and faculty in both asynchronous and synchronous formats. Formal presentation of the portfolios provided an opportunity for review and critique. OBSERVATIONS: The structured portfolio development process allowed creativity and yet provided a scaffold for reflective analysis and planning. The portfolio products went beyond mere exhibitions of good work to enable the students to set goals and plan for continued professional development. There was evidence of direct and indirect documentation as well as reflective enactment as students shared their insights as part of a learning community. CONCLUSIONS: Performance-based assessment focused on outcome is a core concept affecting all aspects of physical therapy from professional education to clinical practice. Portfolios proved to be a powerful tool for self-directed, reflective learning and planning. Inclusion of online interaction facilitated collaboration and the building of a learning community of practitioners. The process, both retrospective and prospective, promoted a rich individual and collaborative learning experience that resulted in a product reflecting the current stage of development and activity of the individual student.