Fundamental job duties, responsibilities and essential functions for the Physical Therapist – Clinician level include:

1. Clinical Decision Making

Evaluates and re-evaluates patients/clients using knowledge of the principles and methods of patient/client assessment and on-going reassessment to develop and modify effective assessments and treatment plans.

• Uses available resources, including patient outcomes and past experiences, to guide patient/client assessment
• Using multiple sources, comprehensively assesses patient/client factors that impact treatment plan and outcome
• Selects appropriate assessment tests and measures to conduct patient/client assessment and re-assessment
• Administers tests and measures accurately, following standardized criteria if applicable. Modifies tests and measures based on patient/client needs.
• Recognizes and incorporates precautions and contraindications for treatment
• Identifies impairments and their influence on patient/client performance
• Incorporates prioritized impairments to establish a therapy classification or therapy diagnosis that is specific to the patient/client
• Makes accurate predictions about patient/client outcomes
• With the patient/client and/or the patient/client’s family input, establishes goals that reflect anticipated outcomes
• Based on assessment and on-going reassessment, develops a treatment plan by selecting and modifying appropriate interventions
• In adherence to the profession’s Code of Ethics, uses ethical reasoning to make decisions based on objective principles and values
• Is accountable and takes responsibility to identify and meet the needs of the patient/client. Seeks alternate strategies and/or other resources to make sure patient/client needs are met.

2. Performance Skills

Provides treatment interventions to patients/clients that are safe, timely, effective, efficient, patient-centered and equitable, in compliance with organizational policies and procedures.

• Demonstrates competency in treatment skills by completing institutional and program-specific competencies and consistently meets annual requirements
• Practices competently in accordance with professional practice standards and expectations
• Demonstrates effective visual, tactile, and auditory skills to aid with patient/client assessment/reassessment and intervention
• Provides effective therapeutic interventions that are patient centered
• In accordance with patient/client need, selects treatment with consideration of resource utilization, including space, time, people and equipment
• Identifies and provides appropriate strategies to educate patients so that environmental constraints, learning barriers, and cultural factors are addressed effectively
• Facilitates patient/client responsibility for self-care
• Progresses treatment interventions effectively
• Interventions take into account behavioral, cognitive, and perceptual dysfunction and appropriate referrals to specialists are made, if needed
• Delegates treatment to appropriate clinical staff and provides necessary supervision

3. Interpersonal Abilities

Demonstrates respectful interactions with patients/clients, colleagues and others.

• Advocates on behalf of patients to appropriate individuals and is aware of common patient needs for similar patient populations
• Identifies cultural factors that may impact treatment and plan of care and identifies appropriate resources to meet cultural needs and maximize patient outcomes
• Establishes and maintains rapport with patients by recognizing others’ values and adapting interactions to build trust
• Works cooperatively with co-workers demonstrating respect, trust and support
• Consults with or refers to other colleagues/disciplines to meet patient/client needs
• Incorporates critical feedback from supervisor and colleagues and works towards improving areas of weakness.

4. Professional Behaviors

Acts professionally to all individuals and in all situations. Participates in organizational initiatives to improve patient care, practice and institutional performance.

• Participates in initiatives to improve organizational performance and actively provides feedback
• Proactively identifies and communicates operational issues that impact clinical practice
• Actively participates or provides feedback to a committee or task force that is focuses on improving clinical practice
• Practices in ways that ensure patient care and administrative tasks are performed timely while remaining flexible with changes in schedule
• Meets productivity expectations
• Advocates for the profession internally and externally to UW Health
• Written communication is timely, succinct and meets all regulatory and hospital standards
• Identifies when communication is necessary and directs communication at the right time in the right place to the right person using an appropriate medium.
• Listens actively; verbal and non-verbal communication is respectful, empathetic and appropriate to individuals and groups.

5. Administration/Education/Outreach/Research

Participates in at least two activities that extend beyond patient care, including administration, education, outreach and research as defined in the Practice Model Continuum for the Clinician across all themes and sub themes.

• Utilizes resources and seeks appropriate assistance to incorporate evidence-based practice into clinical decision making
• Demonstrates a commitment to continued learning by attending continuing education, reviewing the literature and seeking other resources
• As opportunities exist, actively participates in student clinical education
• Able to critically appraise journal articles or other sources of evidence
• Participates in at least two activities that extend beyond patient care, including administration, education, outreach and research as defined in the Practice Model Continuum for the Clinician across all themes and sub themes

Fundamental job duties, responsibilities and essential functions for the Occupational Therapist – Clinician level include:

1. Clinical Decision Making

Evaluates and re-evaluates patients/clients using knowledge of the principles and methods of patient/client assessment and on-going reassessment to develop and modify effective assessments and treatment plans.

• Uses available resources, including patient outcomes and past experiences, to guide patient/client assessment
• Using multiple sources, comprehensively assesses patient/client factors that impact treatment plan and outcome
• Selects appropriate assessment tests and measures to conduct patient/client assessment and re-assessment
• Administers tests and measures accurately, following standardized criteria if applicable. Modifies tests and measures based on patient/client needs
• Recognizes and incorporates precautions and contraindications for treatment
• Identifies impairments and their influence on patient/client performance
• Incorporates prioritized impairments to establish a therapy classification or therapy diagnosis that is specific to the patient/client
• Makes accurate predictions about patient/client outcomes
• With the patient/client and/or the patient/client’s family input, establishes goals that reflect anticipated outcomes
• Based on assessment and on-going reassessment, develops a treatment plan by selecting and modifying appropriate interventions
• In adherence to the profession’s Code of Ethics, uses ethical reasoning to make decisions based on objective principles and values
• Is accountable and takes responsibility to identify and meet the needs of the patient/client. Seeks alternate strategies and/or other resources to make sure patient/client needs are met.

2. Performance Skills

Provides treatment interventions to patients/clients that are safe, timely, effective, efficient, patient-centered and equitable, in compliance with organizational policies and procedures.

• Demonstrates competency in treatment skills by completing institutional and program-specific competencies and consistently meets annual requirements
• Practices competently in accordance with professional practice standards and expectations
• Demonstrates effective visual, tactile, and auditory skills to aid with patient/client assessment/reassessment and intervention
• Provides effective therapeutic interventions that are patient centered
• In accordance with patient/client need, selects treatment with consideration of resource utilization, including space, time, people and equipment
• Identifies and provides appropriate strategies to educate patients so that environmental constraints, learning barriers, and cultural factors are addressed effectively
• Facilitates patient/client responsibility for self-care
• Progresses treatment interventions effectively
• Interventions take into account behavioral, cognitive, and perceptual dysfunction and appropriate referrals to specialists are made, if needed
• Delegates treatment to appropriate clinical staff and provides necessary supervision

3. Interpersonal Abilities

Demonstrates respectful interactions with patients/clients, colleagues, and others.

• Advocates on behalf of patients to appropriate individuals and is aware of common patient needs for similar patient populations
• Identifies cultural factors that may impact treatment and plan of care and identifies appropriate resources to meet cultural needs and maximize patient outcomes
• Establishes and maintains rapport with patients by recognizing others’ values and adapting interactions to build trust
• Works cooperatively with co-workers demonstrating respect, trust, and support
• Consults with or refers to other colleagues/disciplines to meet patient/client needs
• Incorporates critical feedback from supervisor and colleagues and works towards improving areas of weakness

4. Professional Behaviors

Acts professionally to all individuals and in all situations. Participates in organizational initiatives to improve patient care, practice, and institutional performance.

• Participates in initiatives to improve organizational performance and actively provides feedback
• Proactively identifies and communicates operational issues that impact clinical practice
• Actively participates or provides feedback to a committee or task force that is focuses on improving clinical practice
• Practices in ways that ensure patient care and administrative tasks are performed timely while remaining flexible with changes in schedule
• Meets productivity expectations
• Advocates for the profession internally and externally to UW Health
• Written communication is timely, succinct and meets all regulatory and hospital standards
• Identifies when communication is necessary and directs communication at the right time in the right place to the right person using an appropriate medium
• Listens actively; verbal and non-verbal communication is respectful, empathetic and appropriate to individuals and groups

5. Administration/Education/Outreach/Research

Participates in at least two activities that extend beyond patient care, including administration, education, outreach, and research as defined in the Practice Model Continuum for the Clinician across all themes and sub-themes.

• Utilizes resources and seeks appropriate assistance to incorporate evidence based practice into clinical decision making
• Demonstrates a commitment to continued learning by attending continuing education, reviewing the literature, and seeking other resources
• As opportunities exist, actively participates in student clinical education
• Able to critically appraise journal articles or other sources of evidence
• Participates in at least two activities that extend beyond patient care, including administration, education, outreach and research as defined in the Practice Model Continuum for the Clinician across all themes and sub-themes.

Fundamental job duties, responsibilities and essential functions for the Physical Therapist – Entry Clinician level include:

1. Clinical Decision Making

Evaluates and re-evaluates patients/clients using knowledge of the principles and methods of patient/client assessment and on-going reassessment to develop and modify treatment plans. Knowledge tends to be compartmentalized into categories that are specific to the patient’s/client’s diagnosis.

• Takes a patient history and relies on other resources to guide patient/client assessment and reassessment
• Assesses patient/client factors that impact treatment plan and outcome
• Uses subjective and objective tests and measures to conduct patient/client assessment and re-assessment
• Administers tests and measures accurately, following standardized criteria if applicable. Is aware of the need to modify tests and measures based on patient/client needs.
• Recognizes and incorporates precautions and contraindications for treatment
• Classifies patients/clients by their primary medical diagnosis and primary impairments
• Makes predictions about patient/client outcomes, especially in regards to primary impairments
• Establishes goals that reflect anticipated outcomes
• Based on assessment and on-going reassessment, develops a treatment plan by selecting and modifying appropriate interventions
• Selects and modifies interventions. Interventions address the patient/client diagnosis and primary impairments.
• Is aware of the profession’s Code of Ethics, which provides the foundation for ethical reasoning.
• Is accountable and takes responsibility to identify and meet the discipline-specific needs of the patient/client. Relies primarily on feedback from others to consider alternate strategies that are not typical or straightforward, especially as these strategies relate to the patient’s/client’s diagnosis.

2. Performance Skills

Provides interventions to patients/clients that are safe, effective and in compliance with organizational policies and procedures.

• Demonstrates competency in treatment skills by completing institutional and program-specific competencies and consistently meets annual requirements
• Practices competently in accordance with professional practice standards and expectations
• Has and continues to develop visual, tactile, and auditory skills to aid with patient/client assessment/reassessment and intervention
• Provides therapeutic interventions that are safe and effective, which address the patient’s diagnosis and primary impairments
• Includes the patient/client and their family in education and is aware of learning barriers that impact patient/client understanding. Often relies on others and other resources to address learning barriers.
• Interventions take into account behavioral, cognitive, and perceptual dysfunction and appropriate referrals to specialists are made, if needed, often with the assistance of other staff.
• Progresses treatment interventions
• Knowledgeable in state regulations and practice act regarding use of clinical staff and recognizes tasks that can be delegated to other clinical personnel

3. Interpersonal Abilities

Demonstrates respectful interactions with patients/clients, colleagues and others.

• Provides accurate information based on the discipline-specific needs of the patient/client to the health care team
• Is aware of cultural differences that may impact patient/client relationship
• Establishes and maintains rapport with patients
• Works cooperatively with co-workers demonstrating respect and trust
• Seeks guidance from co-workers in certain circumstances to assist with meeting patient/client needs
• Is open to feedback from supervisor and colleagues and works towards improving areas of weakness

4. Professional Behaviors

Acts professionally to all individuals and in all situations. Is aware of and is beginning to participate in organizational initiatives to improve patient care, practice and institutional performance.

• Is aware of major initiatives to improve organizational performance
• Contributes to the operational effectiveness of the team/department
• Is aware of committee activity that pertains to their area of clinical practice and/or larger departmental initiatives
• Written communication includes all required elements and meets all regulatory and hospital standards
• Aware of timeline expectations with patient care and administrative tasks
• Is aware of and works towards meeting productivity expectations
• Is aware of UWHC’s and the professional organization’s role in promoting the profession
• Written communication meets all hospital and regulatory standards
• Communication is accurate and recognizes the need to adapt communication based on the situation
• Recognizes the need to listen actively and to be mindful of non-verbal cues from patient/client, others and self

5. Administration/Education/Outreach/Research

Actively involved in mentoring and participates in at least two activities that extend beyond patient care, including administration, education, outreach, and research as defined in the Practice Model Continuum (pdf) for the Entry Clinician across all themes and sub themes.

• Seeks broad-based information to incorporate evidence based practice into clinical decision making
• Accesses clinically pertinent information from research journals
• Demonstrates a commitment to continued learning
• Participates in the mentoring process as a mentee
• Shares knowledge on new techniques and trends with team members
• Participates in at least two activities that extend beyond patient care, including administration, education, outreach, and research as defined in the Practice Model Continuum (pdf) for the Entry Clinician across all themes and sub themes.

Fundamental job duties, responsibilities and essential functions for the Occupational Therapist – Entry Clinician level include:

1. Clinical Decision Making

Evaluates and re-evaluates patients/clients using knowledge of the principles and methods of patient/client assessment and on-going reassessment to develop and modify treatment plans. Knowledge tends to be compartmentalized into categories that are specific to the patient’s/client’s diagnosis.

• Takes a patient history and relies on other resources to guide patient/client assessment and reassessment
• Assesses patient/client factors that impact treatment plan and outcome
• Uses subjective and objective tests and measures to conduct patient/client assessment and re-assessment
• Administers tests and measures accurately, following standardized criteria if applicable. Is aware of the need to modify tests and measures based on patient/client needs.
• Recognizes and incorporates precautions and contraindications for treatment
• Classifies patients/clients by their primary medical diagnosis and primary impairments
• Makes predictions about patient/client outcomes, especially in regards to primary impairments
• Establishes goals that reflect anticipated outcomes
• Based on assessment and on-going reassessment, develops a treatment plan by selecting and modifying appropriate interventions
• Selects and modifies interventions. Interventions address the patient/client diagnosis and primary impairments
• Is aware of the profession’s Code of Ethics, which provide the foundation for ethical reasoning.
• Is accountable and takes responsibility to identify and meet the discipline-specific needs of the patient/client. Relies primarily on feedback from others to consider alternate strategies that are not typical or straightforward, especially as these strategies relate to the patient’s/client’s diagnosis.

2. Performance Skills

Provides interventions to patients/clients that are safe, effective and in compliance with organizational policies and procedures.

• Demonstrates competency in treatment skills by completing institutional and program-specific competencies and consistently meets annual requirements
• Practices competently in accordance with professional practice standards and expectations
• Has and continues to develop visual, tactile, and auditory skills to aid with patient/client assessment/reassessment and intervention
• Provides therapeutic interventions that are safe and effective, which address the patient’s diagnosis and primary impairments
• Includes the patient/client and their family in education and is aware of learning barriers that impact patient/client understanding. Often relies on others and other resources to address learning barriers.
• Interventions take into account behavioral, cognitive, and perceptual dysfunction and appropriate referrals to specialists are made, if needed, often with the assistance of other staff.
• Progresses treatment interventions
• Knowledgeable in state regulations and practice act regarding use of clinical staff and recognizes tasks that can be delegated to other clinical personnel

3. Interpersonal Abilities

Demonstrates respectful interactions with patients/clients, colleagues and others.

• Provides accurate information based on the discipline-specific needs of the patient/client to the health care team
• Is aware of cultural differences that may impact patient/client relationship
• Establishes and maintains rapport with patients
• Works cooperatively with co-workers demonstrating respect and trust
• Seeks guidance from co-workers in certain circumstances to assist with meeting patient/client needs
• Is open to feedback from supervisor and colleagues, and works towards improving areas of weakness

4. Professional Behaviors

Acts professionally to all individuals and in all situations. Is aware of and is beginning to participate in organizational initiatives to improve patient care, practice and institutional performance.

• Is aware of major initiatives to improve organizational performance
• Contributes to the operational effectiveness of the team/department
• Is aware of committee activity that pertains to their area of clinical practice and/or larger departmental initiatives
• Written communication includes all required elements and meets all regulatory and hospital standards
• Aware of timeline expectations with patient care and administrative tasks
• Is aware of and works towards meeting productivity expectations
• Is aware of UW Hospitals and Clinics’ and the professional organization’s role in promoting the profession
• Written communication meets all hospital and regulatory standards
• Communication is accurate and recognizes the need to adapt communication based on the situation
• Recognizes the need to listen actively and to be mindful of non-verbal cues from patient/client, others and self

5. Administration/Education/Outreach/Research

Actively involved in mentoring and participates in at least two activities that extend beyond patient care, including administration, education, outreach, and research as defined in the Practice Model Continuum (pdf) for the Entry Clinician across all themes and sub themes.

• Seeks broad-based information to incorporate evidence based practice into clinical decision making
• Accesses clinically pertinent information from research journals
• Demonstrates a commitment to continued learning
• Participates in the mentoring process as a mentee
• Shares knowledge on new techniques and trends with team members
• Participates in at least two activities that extend beyond patient care, including administration, education, outreach, and research as defined in the Practice Model Continuum (pdf) for the Entry Clinician across all themes and sub themes.

The Professional Advancement and Recognition model is a tiered structure that creates four different levels at which occupational therapists and physical therapists practice. Each position has its own performance expectations.

• Entry Clinician
  • Occupational Therapist
  • Physical Therapist
• Clinician
  • Occupational Therapist
  • Physical Therapist
• Advanced Clinician
  • Occupational Therapist
  • Physical Therapist
• Expert Clinician
  • Occupational Therapist
  • Physical Therapist

Advanced Clinician: The therapist utilizes extensive or intensive experience to respond appropriately across a broad range of circumstances. The advanced clinician is beginning to anticipate and to respond intuitively to a given situation. At this stage of professional development, the therapist primarily takes an analytical approach in clinical decision making. Advanced Clinicians are viewed as strong mentors and effective collaborators. The specific skills, knowledge and abilities are identified in the Practice Model Continuum (pdf).

Clinician: The therapist has a broad range of experience in caring for patients. Clinicians consistently demonstrate effective relationships with patients, families and colleagues. All therapists are expected to practice at the clinician level. For new graduate hires, attaining the clinician level is expected at six to twelve months. The specific skills, knowledge and abilities are identified in the Practice Model Continuum (pdf).

Entry Clinician: The Entry Clinician will be filled by all new graduate occupational and physical therapists with less than one (1) year of professional experience. No application is necessary for this level. After successful completion of probation, therapists at the Entry Clinician level are expected to apply to the Clinician level within one (1) year of hire.

Expert Clinician: At this level practice, the therapist intuitively understands the situation and the action to take. Expert clinicians have a broad knowledge base and likely have in depth knowledge of a specific area or areas of clinical practice. The manner and degree of engagement and involvement with clients, families, caregivers, and care team members is finely tuned. They skillfully work with and through others. Therapists at this level anticipate current and future needs of those being served and take action accordingly. Expert clinicians are seen as leaders at an organizational, local, regional and/or national level. Expert clinicians are highly skilled at directing the advancement of specific aspects of clinical practice.

Level of Practice: These are represented by the four distinct stages of professional development (Entry, Clinician, Advanced, Expert) that are defined in the Practice Model Continuum (pdf) with a focus on how the therapist views the patient, employs clinical decision making, and is involved with patients, families, colleagues, organization, community and their respective profession.

Practice Model Continuum (PMC): The PMC provides a structured framework and defines elements of practice across all four practice levels and contains five major themes. Read a detailed explanation of the Practice Model Continuum (pdf).

Review Board: Makes decisions on promotion of therapists that apply for the Advanced Clinician and Expert Clinician levels. The Review Board consists of managers and staff from Occupational Therapy and Physical Therapy who review all application materials and assessment tools submitted by therapists seeking to be recognized at the Advanced Clinician and Expert Clinician level. The full Review Board, by consensus, will decide to promote (or not) the applicant to the next level.

Self Reflection: Although not a formal assessment tool, self reflection is an essential way for therapists to grow and advance professionally. For this reason, self reflection is a fundamental element in the PAR model. Self-reflection should be incorporated whenever possible when using the above assessment tools. Research strongly suggests that learning is facilitated by a combination of experience and thinking and reflecting about one’s experience.

Specialty Tracks: All criteria in the Practice Model Continuum (pdf) not identified as patient care criteria fall in the following practice areas: administration, education, outreach, and research. However, these areas are not specifically identified within the PMC since the non-patient care criteria in the PMC may be organized into specialty areas depending on how the therapist applies the criteria to his/her practice.

Sub Theme: Specific descriptors within the “Themes” of the Practice Model Continuum (pdf). For example, the theme “Interpersonal Abilities” includes the sub themes of patient education, advocacy, cultural competency, rapport, interdisciplinary teamwork, utilization of feedback and utilization of support personnel.

Theme: A cluster of knowledge, skills, abilities, and talents representative of clinical practice in Occupational Therapy and Physical Therapy. The five Themes of the Practice Model Continuum (pdf) are Performance Skills, Professional Behaviors, Interpersonal Abilities, Clinical Decision Making and Administration/Education/Research/Outreach.

The Professional Advancement and Recognition program is designed to support professional development and to recognize professional contributions by occupational therapists and physical therapists at all points in one’s career.

The program serves as the formal process for promotion and advancement to develop and recognize clinical expertise.

Assessment Tools Used to Determine Advancement

Several tools are used to assess practice for advancement. Using multiple assessment tools improves the objectivity in decision making and provides therapists with multiple avenues by which to demonstrate their practice level. The following assessment tools are used in the Professional Advancement and Recognition model:

• Clinical Case Presentation (Applies to clinician and advanced clinician)
• Clinical Narrative (Applies to all Practice Levels)
• Interview Process (Applies to Clinician, Advanced Clinician, and Expert Clinician)
• Chart Review (Applies to Advanced Clinician and Expert Clinician)
• Portfolio (Applies to Advanced Clinician and Expert Clinician)
• Case Report (Applies to Expert Clinician only)
• Self Reflection (Applies to all Practice Levels; Refer to the Glossary of Terms)

The Professional Advancement and Recognition program is designed to support professional development and to recognize professional contributions by occupational therapists and physical therapists at all points in one’s career. Therapists work with their mentors, colleagues and their manager to analyze their practice within the components of the Practice Model Continuum (pdf).

Therapists may choose to seek promotion and to apply for advancement through a formal process. Consideration for advancement should focus on the applicant’s recent clinical practice (i.e. within the previous year) while acknowledging past work history, performance, and contributions to the department, hospital, and profession. Therapists must complete an application to advance to a higher level of practice. Applicants formally apply to a Review Board, consisting of managers and staff, who make decisions for advancement.

Advancement to Clinician

This is a required advancement. Entry level clinicians participate in formal mentoring, and successfully complete their probationary period. Through a formal review process with their manager, entry clinicians must demonstrate the practice elements at the clinician level.

Advancement to Advanced Clinician or Expert Clinician

This is an optional advancement. Through a formal review process with their manager and the Review Board, therapists must demonstrate the practice elements at the advanced or expert level. Clinician level staff may apply to either the Advanced Clinician or Expert Clinician level of practice.

More Information

Glossary of Terms

For further explanation of the terms, please refer to the Glossary of Terms.

Position Descriptions

Learn more about the core responsibilities at each professional level of practice. View position descriptions

The Professional Advancement and Recognition program is designed to support professional development and to recognize professional contributions by occupational therapists and physical therapists at all points in one’s career. The program serves as the formal process for promotion and advancement to develop and recognize clinical expertise.

The guiding philosophies of the Professional Advancement and Recognition model are to:

• Develop and reward advanced levels of practice
• Use self reflection as an important component of professional development. Individuals have the best opportunity to grow professionally by intentionally reflecting on their experience.
• Assess staff on their practice as objectively as possible in order to minimize subjectivity and bias
• Make decisions for promotion equitably across practice settings and disciplines based on clinical expertise
• Encourage sound evidence based practice to maximize outcomes
• Incorporate and emphasize components that impact practice that extend beyond clinical knowledge and skills (i.e. interpersonal abilities, communication, etc.)
• Create an expectation for all staff to maintain or advance levels of practice
• Align recommendations with the Hospital’s mission, vision, and strategic plan
• Align with American Occupational Therapy Association (AOTA) and American Physical Therapy Association (APTA) practice guidelines

The Professional Advancement and Recognition program is designed to support professional development and to recognize professional contributions by occupational therapists and physical therapists at all points in one’s career. The program serves as the formal process for promotion and advancement to develop and recognize clinical expertise.

The Professional Advancement and Recognition model is a tiered structure that creates four different levels at which occupational therapists and physical therapists practice. The position titles are:

• Entry Clinician
• Clinician
• Advanced Clinician
• Expert Clinician

Each position has its own position description (PD) with its own performance expectations.

• Position Descriptions

All new employees are hired at either the entry or the clinician level. It is expected that all new graduate staff achieve the Clinician level within six to twelve months of hire. Therapists are encouraged to continue to develop their practice to the Advanced or Expert level, however promotion is not required. Individuals working in the Clinician title should be fully competent to meet the demands of working at UW Hospital and Clinics as an occupational therapist or physical therapist.

Practice Model Continuum

A significant component of the Professional Advancement and Recognition model is the Practice Model Continuum, commonly referred to as the PMC.

• Read a detailed explanation of the Practice Model Continuum (pdf)

The PMC provides a structured framework and defines elements of practice across all four practice levels and contains five major themes:

• Performance Skills
• Professional Behaviors
• Interpersonal Abilities
• Clinical Decision Making 
• Administration/Education/Outreach/Research Activities

Each theme has several sub-themes or topic areas that identify practice attributes which are expected from staff and are valued by the organization. The PMC serves as a “road map” to support therapists with self assessment and progress towards expertise.

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