WMGCT

76問 • 1年前

問題一覧

Detailed description of a critical event, a defining or pivotal moment, or a turning point

exemplar

Critical component of professional preparation and education for physical therapists at both the entry level and postprofessional level

clinical education

6 main categories that appeared on resume

formal education preparation, professional memberships and activities, work experiences, continuing education, honors and awards, communitu service

Most influential activities

professional memberships and activities, work experiences, formal education preparation

Somewhat influential activities

continuing education, community service, honors and awards

Reflection involved assessing their teaching after perceived failure

Reflection involved planning for future teaching in light of past experience

for

Reflection involved assessing and trying to adapt teaching in the moment in the context of a teaching or learning activity that did not seem to be going well

Ethical distress primary categories

reimbursement, resource allocation and productivity issues, struggles between patient autonomy and the therapist’s duty of beneficence, observations of disrespectful interactions, mistreatment, suspectes negligence or abuse, inappropriate use of support staff

Concerns about denial of services believed needed for patients, or considerations around billing for student time and services when their efficiency or skills were not equal to the CI

reimbursement

Centered around discharge planning and decision making

patient autonomy

Very involved in professional organizations, physical therapy education and clinical practice

academic faculty

Dedicated to the field and to their students

academic faculty

Knowledgeable and up to date

academic faculty

Encourage students to think critically, to ask why

academic faculty

Modeled EBP

academic faculty

Positive and respectful interactions with students, made students feel recognized and unique as a person in their encounters

academic faculty

Very involved in professional organizations and activities

Respectful and supportive of students and professional colleagues

Dedicated to their patients being a patient advocate

Open, clear and honest in their communication, made exepctations clear and provides regular feedback

Patient made student feel comfortable and welcome

Treats student as part of the team

Committed to assisting student learning and development, “let me try my wings”

Well rounded

Very involved in professional organizations and activities, encourages professional engagement

professional colleagues

Knowledgeable and current in their areas of practice

professional colleagues

Creative, “think outside the box”

professional colleagues

Supportive of the CI as a clinician and clinical teacher, “take me under their wing”

professional colleagues

Modeled professional behaviors, respectful of patients and colleagues

professional colleagues

Collaborator, team player

professional colleagues

Dedicated to their work and patients

professional colleagues

Impediments

negative

Facilitators

positive

Clinical teacher as a guide, facilitator of learning and student advocate philosophy characteristics

meet the student where they are, help them reach their potential

Clinical teacher as a guide, facilitator of learning and student advocate enactment strat

welcoming activities, find out where they are; diagnosis of readiness, provide opportunities to prepare for anticipated learning experiences, take potential fo anxiety down a notch

Clinical teacher and students are partners in learning characteristics

students are part of the team, student as colleague

Clinical teacher and students are partners in learning enactment strategies

mutual goal setting, activity planning, pacing of experience, let the student be in driver’s seat

Teaching is not telling characteristics

not spoon feeding, encourage discovery learning, encourage critical self reflection, plant the seeds for lifelong learning

Teaching is not telling enactment strategies

not telling— rather asking rhe right questions , negotiate the ground rules and set the stage for questions, help the student find the answer within

Teacher-learner partnership

team approach

Mutual goal setting and planning

team approach

Use of questioning

teaching is asking not telling

Guided reflection

teaching is asking not telling

Homework

teaching is asking not tellinf

Dynamic assessment

teacher as guide and facilitator

Pace

teacher as guide and facilitator

Sequence

teacher as guide and facilitator

Respectful and nonjudgmental of students, patients, colleagues and others

Ways of being

Accessible and approachable, personable

ways of being

Open and receptive to student ideas and the ideas of others

ways of being

Positive professional role model; an advocate for the patients and the profession

ways of being

Knowledgeable and committed to continues advancements of knowledge and skills; respected by colleagues

ways of being

Caring and compassionate

ways of being

Treated student as a colleague

ways of doing

Each learner and patient is uniqye

ways of doing

She never once made it seem that i was not important

ways of doing

Available when needed

ways of doing

Invited questions and asked about learner’s needs and goals

ways of doing

Asked for and valued students’ opinions and ideas and those of others

ways of doing

Engaged in professuonak organizations and activitues

ways of doing

Serves as an advicate for patients

ways of doing

Sought evidence to support the practice

ways of doing

Participated in continuing education and shared learning with others

ways of doing

Attentive and responsive listener

ways of doing

Was patient and caring in interactions with students, patients and caregivers

ways of doing

Student

independent, practice, application, decision-making

Teacher or ci

observe, question, demonstrate, instruct, model

A philosophy of clinical teaching serves as both a foundation and framework for excellent clinical instructors in physical therapy.

This philosophy is grounded in beliefs about student learning and clinical teaching that often emerge out of one's own experiences as a student and clinical teacher.

The philosophy of many good clinical teachers is both patient centered and learner centered.

Reflect on your past experiences as a student completing cliniçal internships and also your experience as a CI if applicable.

Ongoing dynamic assessment of student learning, understandings, clinical reasoning, per-formance, and behaviors is essential to the process of scaffolding learning and grading/fading of supervision during clinical learning experiences.

If you are a CI, identify and describe three strategies you could use or have used to assess student learning (or to "diagnose their readiness" for a clinical encounter) during clinical education experiences.

Good clinical teachers are investigators of their own teaching and their student's learning. I hey learn from failures as well as teaching-learning successes.

Think back over some memorable clinical education experiences you have had. Identify one time when you experienced "failure" or when things didn't go as anticipated (went wrong) and another time when you experienced "success" (things went very well!).

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Kyla Rafols · 71問 · 2年前

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