Teaching in clinical settings

通報

問題一覧

Higher education

Academic education

Practice environment

Clinical education

Primary purpose is to educate stidents to attain core knowledge, skills and behaviors

Academic education

Primary purpose is to provide cost-effective and high-quality care and education for patients, clients, their families and their caregivers

Clinical education

Sage on stage

Academic faculty

A guide by the side

Clinical educators

Occurs in predictable classroom environment characterized by measures of assessing a student’s clinical readiness for clinical practice

Academic education

Dynamic and flexible clinical classroom

Clinical education

Unpredictable and time-constraint

Clinical education

Continuous learning

Clinical education

Measured through patient and client care

Clinical education

Resources: journal articles, discussions, collaborative and mentored learning

Clinical education

3 essential positions in organization of clinical education

DCE or ACCE, CCCE, CI

DCE

Director of clinical education

ACCE

Academic coordinator of clinical education

CCCE

Center coordinator of clinical education

Clinical instructor

Contribute to the effectiveness of clinical learning experience

Academic faculty

Seeks to understand how their classroom experience relate to student performance in the clinic

Academic faculty

Allows students to apply theory and didactic knowledge to the real world of clinical practice

Clinical educators

Must comprehend how and what information presented in the classroom experiences relateds to the clinical education process

Clinical educators

True messenger of clinical education

Students

Provides feedback to all stakeholders

Students

Bears heavy burden

Students

Can articulate their needs to the CI on a daily basis

Students

Must actively engage in the decision making process of clinical site selection

Students

Must feel comfortable providing constructive feedback to academic and clinical faculty

Students

Self-accountability for behavior and actions is critically important

Students

Responsibilities are related to administration and management, teaching and service

Director or academic coordinator

Increased use and application of technology for communication, networking and enhanced admin efficiency and effectiveness

Director or academic coordinator

Use of more consistent student clinical performance assessment instruments

Director or academic coordinator

Assumption of leadership with clinical education

Director or academic coordinator

Serves as the liaison between the didactic and clinical components of the program

Director or academic coordinator

Requires a core faculty member and a licensed PT preferrably with DPT or doctoral degree or a desire to pursue doctoral studies

Director or academic coordinator

Communication between the academic institution and affiliated clinical education sites

Director or academic coordinator

Clinical education program planning, implementation and assessment

Director or academic coordinator

Clinical education site development-clinical faculty development

Director or academic coordinator

Serves as a liaison between clinical site and academic institutions

Center coordinator

Viewed as the neutral party at the clinical site

Center coordinator

Functions as mentors for individuals serving as CIs or those potentially interested in becoming CIs

Center coordinator

Interest in students and commitment to providing quality learning experiences

Center coordinator

Experience in providing clinical education to students in the respective professions

Center coordinator

Effective interpersonal communication adn organizational skills

Center coordinator

Knowledge of the clinical education site and its resources

Center coordinator

Expertise serving as a consultant in the evaluation process of students

Center coordinator

Knowledge of professional ethics and legal behaviors

Center coordinator

Knowledge of contemporary issues in clinical practice and clinical education program, educatioal theory, and issues in health care delivery

Center coordinator

Obtain administrative support by providing education site administrators with sound rationale for development

Center coordinator

Determine clinical site readiness to accept students

Center coordinator

Contact academic programs

Center coordinator

Complete the necessary documentation to become an affiliated clinical educational program

Center coordinator

Ensures that all required documentation is completely accurately and in timely manner

Center coordinator

Coordinating the CI student assignments and assessing of learning experiences

Center coordinator

Responding to inquiries by academic program for available student placements and scheduling

Center coordinator

Developing guidelines to determine when PTs are competent to serve as CIs for students

Center coordinator

Providing mechanisms whereby CIs can receive necessary orientation and training

Center coordinator

Reviewing student clinical performance assessments

Center coordinator

Understanding the legal risks and provisions associated with teaching supervising students

Center coordinator

Involves with the daily responsibility and direct provision of student clinical learning experiences

Clinical instructor

Central to every clinical learning experience: PT-Intern-CI-Patient relationship

Clinical instructor

Contribute to intern’s understanding of and competence in PT clinical practice and serve as a strong role models that guide student’s visions of how they would like to practice in the future

Clinical instructor

Responsible for providing an environment that fosters student’s professionalism and encourages the development of an independent critical thinker and clinical decision maker

Clinical instructor

Six dimensions of clinical instructor

sense of self, sense of relationship with others as a central feature, sense of being a clinical educator, sense of agency, seeking dynamic self-congruence, growth as clinical educator

Models of clinical education

integrated, independent and separated, self-contained, hybrid

Minimum of 1 yr clinical experience and the ability to perform CI responsibilities

2000

Willingness to work with students by pursuing learning experiences in clinical teaching

2000

Current state license, registration or both, or certification or graduation from an accredited PT assistamce program

2000

Positive representation of the profession by assuming responsibility for career and self-development and demonstrating this responsibity to students

2000

Willingness to act as a professional role model and the ability recognize the impact of this role on students

2000

Successfully complete APTA CO credentialing or equivalent training

2010

Demonstrate a desire to educate students by pursuing learning experiences to develop knowledge and skill in clinical teaching

2010

Be a licensed PT when serving as the CI for the PT student

2010

Engage in ongoing self-assessment in the role and responsibilities of a CI

2010

Maintain currency in professional policies, procedures, guidelines, code of ethics and jurisdictional laws and regulations

2010

Demonstrate effectiveness and proficiency in patiet/client management

2010

Determine the contributions of other health professionals to the student’s learning experience

2010

Patient referral and taking patient/client history

practitioner

Intial patient examination, evaluation, diagnosis and problem identification

practitioner

Determining long term functional goals mutually with the patient/client

practitioner

Defining short term patient/client goals

practitioner

Clarifying patient/client plan of care

practitioner

Performing patient/client reexamination and assessing progression of care and interventions

practitioners

Assessing patient/client outcomes and readiness for PT discharge

practitioner

Preplanning for the learning experience and providing an orientation to the clinical site

Assessing students by identifying their strengths, learning needs, and previous experiences

Setting overall student objectives and clarifying learning expectations

Defining specific student behavioral and learning objective

Designing creative student learning experiences

Providing formative student evaluations with modification of performance through feedback to achieve defined outcomes

Providing summative student evaluations and assessing students’ readiness for continued progress through curriculum or entry into practice

The provision of clinic-centered strategies contribute to success of clinical teaching

False

Considerations in the management of clinical environment

Assessment of resources, Establishment of guidelines, Understanding regulation, Creation of electronic filing system, Development of schedule, Motivation of students, Development of manual for students, Selection of student orientation methods

Consortia activities

Director/academic coordinator

Accreditation related services

Director/academic coordinator

Program curriculum and university-based committee activities

Director/academic coordinator

Clinical education activities

Director/academic coordinator

Management of budget

Director/academic coordinator

Coordination of clinical education advisory committees

Director/academic coordinator

Leadership roles and collaboration development-clinical faculty development

Director/academic coordinator

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org2

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org2

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History and Physical Exam

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2 OrgAd

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2 OrgAd

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2 OrgAd 2

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2 OrgAd 2

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Thorax

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Thorax

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Thorax 2

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Arm

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Arm

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Arm 2

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Arm 2

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FOREARM

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FOREARM

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WRIST AND HAND

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WRIST AND HAND

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WH joints

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WH joints

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ENTREP

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ENTREP

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kapoya org ad

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kapoya org ad

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OrgAd Space Planning

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OrgAd Space Planning

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Fiscal management

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Fiscal management

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Policies and Procedure

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Policies and Procedure

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Thigh

Thigh

THIGH2

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THIGH2

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LEG

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LEG

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ANKLE AND FOOT

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ANKLE AND FOOT

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ANKLE AND FOOT 2

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Quality of assurance and productivity

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HEAD AND NECK

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HEAD AND NECK

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HEALTHINFO PREFI

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HEALTHINFO PREFI

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Biomechanics

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Biomechanics

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INTRO

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INTRO

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INTRO 2

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INTRO 2

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STRETCHING

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STRETCHING

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STRETCHING 2

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STRETCHING 2

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TL2 IPE

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TL2 IPE

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JOINT STRUCTURE

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JOINT STRUCTURE

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JOINT STRUCTURE 2

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JOINT STRUCTURE 2

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PROTEOGLYCANS

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PROTEOGLYCANS

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Glycosaminoglycans

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Glycosaminoglycans

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JOINT MOB

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JOINT MOB

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PJM 2

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PJM 2

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Intro

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Intro

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STM

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STM

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MET

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MET

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Techniques for teaching students in clinical settings

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Techniques for teaching students in clinical settings

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ELBOW

ELBOW

ELBOW2

ELBOW2

RESISTANCE

RESISTANCE

RESISTANCE2

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RESISTANCE2

43問 • 1年前

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95問 • 1年前

WH2

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WH2

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WH3

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WH3

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WH4

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WH4

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WMGCT

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WMGCT

76問 • 1年前

uhm

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uhm

226問 • 1年前

PACKED POS & CAPSULAR PATTERN

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PACKED POS & CAPSULAR PATTERN

60問 • 1年前

CHEST WALL AND TMJ

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CHEST WALL AND TMJ

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Trunk and VC

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Trunk and VC

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topic6

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VC2

VC2

vc3

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vc3

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VC LAB

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VC LAB

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TRUNKVCMERGED

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TRUNKVCMERGED

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HIP LAB

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HIP LAB

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CHEST

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CHEST

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CHESTBOOK

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CHESTBOOK

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AQUATICS

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AQUATICS

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topicidk

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AQUATICS 2

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AQUATICS 2

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AEROBICS

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AEROBICS

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AEROBICS2

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METS

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METS

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KNEE

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KNEE

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KNEE2

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KNEE2

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HEALTH LITERACY

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HEALTH LITERACY

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IMPAIRED BALANCE

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IMPAIRED BALANCE

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IMPAIRED BALANCE 2

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IMPAIRED BALANCE 2

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WOMENS HEALTH

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WOMENS HEALTH

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ANKLE AND FOOT

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ANKLE AND FOOT 3

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ANKLE AND FOOT 4

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OSTEO AND ARTHRO AF

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AF LAB

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PG2

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PG2

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GAIT

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GAIT

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GAITLAB

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GAITLAB

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KAPOIII

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KAPOIII

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WOMENS HEALTH NUMBERS

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WOMENS HEALTH NUMBERS

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BRUNNSTROM

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BRUNNSTROM

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BOBATH

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BOBATH

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ROOD’S

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ROOD’S

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😔

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😔

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