In _____, _______ and colleagues stated that the purpose of clinical education

Purpose of clinical education according to Callahan and colleagues

The importance of clinical education is expressed by students when they remind instructors “__________________” in physical therapy occurs in the clinic

_______________ has a profound effect on how students practice and how they want to teach the next generation of students

Clinical learning is situated in the context of physical therapy practice

Fundamental elements of clinical education

As the treatment of patients with impairments and functional limitations related to human movement and movement dysfunction has moved from outpatient to inpatient settings, physical therapy clinical education has moved from hospitals to a variety of community based centers

Community based centers

Students get a fuller view of the quality of life of a patient when the patient is seen not only during acute illness requiring hospitalization but also in outpatient clinics where patients are treated for movement related disorders.

Explicitly defining the desired outcome for each clinical experience dictates the appropriate timing in

Students’ late experiences may be even more critical than experiences that occuring before the completion of the didactic curriculum

Basic knowledge and skills are prerequisite to clinical learning

Acquisition of knowledge

Acquisition of skill

Use of knowledge and skill for clinical decision making

The control of academic teaching lies with

The control of clinical teaching lies with

Organized for the efficiency and convenience of the system, its administration and faculty and technologies

Organized for the convenience of delivering healthcare to the patient

The ______ setting is a unique and complex learning environment

University mission and program objectives

Assignment of students

Time and length of assignment

Department policies and procedures

Assignment of the clinical instructor

Health requirements

Preparation and experience

Value judgments

Clinical learnin occurs in the context of the whole as opposed to isolated parts of physical therapy care

Holistic activities with concentrated work on the simple parts promote the acquisition of needed knowledge and skill with the opportunity to learn how to learn

The clinical education belongs to the

It requires the ___’s time, energy and creativity. It is imperative that the _____ accepts ownership and responsibility for the experience

Focus of goal orientation: Judgment

Focus of goal orientation: Development and learning

High performance expectation

Low performance expectation

Governed by rules and regulations, prescriptive, mandatory experiences

Self-directed, multiple opportunitues with recommendations

Routine extrinsic rewards and incentives

Challenging, encourage deep and rich thinking processes

Dominate and control behavior

Emphasize conformity

Emphasize creativity, innovation and alternative perspectives

Primary goal of clinical teaching

Academic knowledge needs to be reformatted in the contextal basis of patient care

A transformation of knowledge done by integrating reflective experience

The bridge between theory and practice is a one-way street

Knowing is not enough. Students must learn to put their knowledge to work, and in doing so, practice and perform fundamental skills to enhance movement

Physical therapists

Skilled performance comes only with

Process in which a student is socialized into the profession of physical therapy

Account of how a new person is added to the group and becomes a member capable of meeting the traditional expectations of yhe profession

Physical therapy us a service-oriented profession. Clinical education occurs in setting where patients comes to receive care

Patients are not exhibits who give time and money to come to a clinic to provide an example of a diagnosis for a student

Is a critical ability for professional practice

Hallmark of professional behavior

Begin to know your students as people rather than as students

Make it clear that you believe in the students’ abilities to work at low levels of excellence

Avoid didactic monologues. Don’t expect a given answer in discussions

Work from experience into theory only

Move students from success to success yet prepare them to accept constant failure

Capitalize on storytelling. Help students view mistakes as disappointment

Enable students to think aboht learning as _____ in addition to ______

Enable understanding of the ______ instead of ___________

Encourage humor and spontaneity. Cultivate rigor and joy in practice

Praise you students’ work excessively. Find ways of making public the good works of the students

_________ for the clinical education experience is a key component that begins after a students is assigned to a clinical instructor

Recalls facts or principles

Never presume that a student has the prerequisite needed to examine or treat a patient with particular disease, impairment, disability, particularly during early clinical education experiences

Questions are to be asked in a manner that encourages verbal exchange and provides the student with an opportunity to support and reinforce basic information or correct misconceptions

Demonstrate understanding of knowledge

Require student to perform a simple transformation or to interpret the functional meaning of a laboratory test

True learning in the clinical setting mag not occur until learner becomes the teacher

Challenge problem-solving and clinical decision-making skills

Requires the student to reorganize knowledge, apply principles, and predict outcomes

Appropriate after a student has taken the patient’s history and performed the objective examinations

Guide in the development of goals as well as the treatment plan

Require the student to make judgements about value of ideas, solutions and methods

Phrased properly, evaluation questions reinforce self-assisted learning and encourage critical analysis

To ensure that selection of clinucak learning experiences matches the student’s readiness

The CI may be able to choose between the patients, but this may not be possible in the real world

The CI needs to identify learning opportunities within the context of practice that day or even at the moment

Monitor student performance

Provide supportive guidance

Direct instructions

Work alongside the student and observes performance on an ongoing basis

Provide targeted instructions

Teach over the patient and enable student to build the bridge between theory and practice

Student should be encouraged to question their own practice and they should be given permission to question the instructors

Good clinical teachers do not have to know everything

Experienced clinical teachers admit that the most difficult part of working with students is giving up their own patients

Should focus on encouraging independence and professional initiative in the broadest sense of patient care while minimizing risk to the patient and student

Measure performance

Enhance attainment of goals

Minimize risk to patients

Used by the academic institution to deermine the success or failure of the student’s clinucak performance

Necessary to minimize risk to the consumer and determine entry-level competence