Purpose: The Physical Therapist Clinical Performance Instrument (PT-CPI) is widely used by academic programs to determine readiness for clinical practice. The PT-CPI assesses students on 18 performance criteria across 3 domains: professional practice, patient management, and practice management.1 Whereas patient and practice management covers clinical reasoning and skills, professionalism captures a wide-range of behaviors: safety; professional behavior; compliance with ethical, legal, and professional standards; cultural humility; communicating sensitively; and participating in self-assessment. Professionalism PT-CPI scores can signal deficits that could pose a risk to patients, even if the student has an academic understanding of anatomy and practice.2 Thus, understanding which variables may be related to PT-CPI professionalism is an important area of inquiry for education and clinical training. To date, few investigations have examined possible correlates of PT-CPI scores, aside from the Graduate Record Exam (GRE) or the National Physical Therapy Examination (NPTE).3-10 However, researchers have found no significant association between the PT-CPI and the GRE or NPTE. Thus, the PT-CPI may assess a different skill-set than the qualities captured by cognitive/academic measures. Professionalism, as measured by the PT-CPI, may capture underlying personal characteristics (i.e., personality traits) that promote professional behavior. However, researchers have yet to examine personality factors as potential correlates. Accordingly, the present study examined PT-CPI professionalism scores in relation to eight different personality traits: (1) honesty-humility, (2) emotionality, (3) extraversion, (4) agreeableness, (5) conscientiousness, (6) openness to experience, (7) hope, and (8) grit.Methods/Description: After IRB approval, DPT students from a Southern university (N = 51) completed validated measures of personality traits: HEXACO 60,11 the Adult Trait Hope Scale,12,13 and the Grit Scale.14 Correlational analyses examined the relationships between these responses and the corresponding PT-CPI self and clinical instructor (CI) scores.Results/Outcomes: Bivariate correlations revealed that greater agreeableness and less emotionality were significantly associated with CI ratings for most aspects of professionalism. However, more openness to experience was also related to higher cultural competence, and less extraversion was related to higher safety behaviors. Higher levels of hope were related to student rated higher communication and professional development behaviors. All relationships were moderate (r = .28 - .37).Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Findings suggest that personality traits are related to student and CI ratings of professional behavior. This study highlights the importance of assessing non-cognitive traits in student outcomes as personality traits reflected either higher or lower levels of professional behavior and suggests that personality trait screening has potential implications for professional development.References: 1. American Physical Therapy Association. Physical Therapist Clinical Performance Instrument for Students. Alexandria, VA: American Physical Therapy Association; 2006. 2. Hayes KW, Huber G, Rogers J, Sanders B. Behaviors that cause clinical instructors to question the clinical competence of physical therapist students. Phys Ther. 1999;79(7):653-667; discussion 668-671. 3. Thieman TJ, Weddle ML, Moore MA. Predicting Academic, Clinical, and Licensure Examination Performance in a Professional (Entry-Level) Master's Degree Program in Physical Therapy. J Phys Ther Educ. 2003;17(2):32-37. 4. Vendrely AM. An investigation of the relationships among academic performance, clinical performance, critical thinking, and success on the physical therapy licensure examination. J Allied Health. 2007;36(2):e108-123. 5. Adams C, Glavin K, Hutchins K, Lee T, Zimmermann C. An Evaluation of the Internal Reliability, Construct Validity, and Predictive Validity of the Physical Therapist Clinical Performance Instrument (PT CPI). J Phys Ther Educ. 2008;22(2):42-50. 6. Dillon LS. NPTE predictors in a hispanic-serving institution's physical therapist education program. J Phys Ther Educ. 2010;24(2):14. 7. Dreeben O. An analysis of selected physical therapy clinical performances and success on the national licensing examination. University Microfilms; 2003. 8. Meiners KM. Factors predicting passage of the national physical therapy examination in a private Midwestern university, Saint Louis University; 2015. 9. Cook JL. Can student reflection predict academic success and clinical performance in a physical therapist education program? Educational Administration: Theses, Dissertations, and Student Research. 2010;Paper 29. 10. Kosmahl EM. Factors Related to Physical Therapist License Examination Scores. J Phys Ther Educ. 2005;19(2):52-56. 11. Ashton MC, Lee K. The HEXACO-60: A Short Measure of the Major Dimensions of Personality. J Pers Assess. 2009;91(4):340-345. 12. Babyak MA, Snyder C, Yoshinobu L. Psychometric properties of the Hope Scale: A confirmatory factor analysis. Journal of Research in Personality. 1993;27(2):154-169. 13. Snyder CR, Shorey HS, Cheavens J, Pulvers KM, Adams III VH, Wiklund C. Hope and academic success in college. J Educ Psychol. 2002;94(4):820. 14. Duckworth AL, Quinn PD. Development and validation of the Short Grit Scale (GRIT–S). J Pers Assess. 2009;91(2):166-174.