問題一覧
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Detailed description of a critical event, a defining or pivotal moment, or a turning point
exemplar
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Critical component of professional preparation and education for physical therapists at both the entry level and postprofessional level
clinical education
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6 main categories that appeared on resume
formal education preparation, professional memberships and activities, work experiences, continuing education, honors and awards, communitu service
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Most influential activities
professional memberships and activities, work experiences, formal education preparation
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Somewhat influential activities
continuing education, community service, honors and awards
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Reflection involved assessing their teaching after perceived failure
on
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Reflection involved planning for future teaching in light of past experience
for
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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
in
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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
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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
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Centered around discharge planning and decision making
patient autonomy
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Very involved in professional organizations, physical therapy education and clinical practice
academic faculty
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Dedicated to the field and to their students
academic faculty
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Knowledgeable and up to date
academic faculty
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Encourage students to think critically, to ask why
academic faculty
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Modeled EBP
academic faculty
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Positive and respectful interactions with students, made students feel recognized and unique as a person in their encounters
academic faculty
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Very involved in professional organizations and activities
ci
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Respectful and supportive of students and professional colleagues
ci
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Dedicated to their patients being a patient advocate
ci
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Open, clear and honest in their communication, made exepctations clear and provides regular feedback
ci
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Patient made student feel comfortable and welcome
ci
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Treats student as part of the team
ci
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Committed to assisting student learning and development, “let me try my wings”
ci
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Well rounded
ci
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Very involved in professional organizations and activities, encourages professional engagement
professional colleagues
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Knowledgeable and current in their areas of practice
professional colleagues
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Creative, “think outside the box”
professional colleagues
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Supportive of the CI as a clinician and clinical teacher, “take me under their wing”
professional colleagues
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Modeled professional behaviors, respectful of patients and colleagues
professional colleagues
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Collaborator, team player
professional colleagues
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Dedicated to their work and patients
professional colleagues
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Impediments
negative
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Facilitators
positive
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Clinical teacher as a guide, facilitator of learning and student advocate philosophy characteristics
meet the student where they are, help them reach their potential
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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
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Clinical teacher and students are partners in learning characteristics
students are part of the team, student as colleague
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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
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Teaching is not telling characteristics
not spoon feeding, encourage discovery learning, encourage critical self reflection, plant the seeds for lifelong learning
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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
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Teacher-learner partnership
team approach
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Mutual goal setting and planning
team approach
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Use of questioning
teaching is asking not telling
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Guided reflection
teaching is asking not telling
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Homework
teaching is asking not tellinf
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Dynamic assessment
teacher as guide and facilitator
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Pace
teacher as guide and facilitator
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Sequence
teacher as guide and facilitator
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Respectful and nonjudgmental of students, patients, colleagues and others
Ways of being
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Accessible and approachable, personable
ways of being
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Open and receptive to student ideas and the ideas of others
ways of being
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Positive professional role model; an advocate for the patients and the profession
ways of being
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Knowledgeable and committed to continues advancements of knowledge and skills; respected by colleagues
ways of being
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Caring and compassionate
ways of being
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Treated student as a colleague
ways of doing
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Each learner and patient is uniqye
ways of doing
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She never once made it seem that i was not important
ways of doing
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Available when needed
ways of doing
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Invited questions and asked about learner’s needs and goals
ways of doing
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Asked for and valued students’ opinions and ideas and those of others
ways of doing
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Engaged in professuonak organizations and activitues
ways of doing
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Serves as an advicate for patients
ways of doing
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Sought evidence to support the practice
ways of doing
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Participated in continuing education and shared learning with others
ways of doing
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Attentive and responsive listener
ways of doing
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Was patient and caring in interactions with students, patients and caregivers
ways of doing
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Student
independent, practice, application, decision-making
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Teacher or ci
observe, question, demonstrate, instruct, model
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A philosophy of clinical teaching serves as both a foundation and framework for excellent clinical instructors in physical therapy.
1
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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.
1
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The philosophy of many good clinical teachers is both patient centered and learner centered.
1
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Reflect on your past experiences as a student completing cliniçal internships and also your experience as a CI if applicable.
1
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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.
2
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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.
2
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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.
3
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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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