問題一覧
1
Was patient and caring in interactions with students, patients and caregivers
ways of doing
2
Sought evidence to support the practice
ways of doing
3
Creative, “think outside the box”
professional colleagues
4
Invited questions and asked about learner’s needs and goals
ways of doing
5
Use of questioning
teaching is asking not telling
6
6 main categories that appeared on resume
formal education preparation, professional memberships and activities, work experiences, continuing education, honors and awards, communitu service
7
Treated student as a colleague
ways of doing
8
Dedicated to the field and to their students
academic faculty
9
Asked for and valued students’ opinions and ideas and those of others
ways of doing
10
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
11
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
12
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!).
3
13
Open, clear and honest in their communication, made exepctations clear and provides regular feedback
ci
14
Pace
teacher as guide and facilitator
15
Impediments
negative
16
The philosophy of many good clinical teachers is both patient centered and learner centered.
1
17
Reflection involved planning for future teaching in light of past experience
for
18
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
19
Supportive of the CI as a clinician and clinical teacher, “take me under their wing”
professional colleagues
20
Clinical teacher and students are partners in learning characteristics
students are part of the team, student as colleague
21
Modeled professional behaviors, respectful of patients and colleagues
professional colleagues
22
Clinical teacher as a guide, facilitator of learning and student advocate philosophy characteristics
meet the student where they are, help them reach their potential
23
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
24
Knowledgeable and up to date
academic faculty
25
Respectful and supportive of students and professional colleagues
ci
26
Dynamic assessment
teacher as guide and facilitator
27
Somewhat influential activities
continuing education, community service, honors and awards
28
Dedicated to their patients being a patient advocate
ci
29
Treats student as part of the team
ci
30
Guided reflection
teaching is asking not telling
31
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
32
Available when needed
ways of doing
33
A philosophy of clinical teaching serves as both a foundation and framework for excellent clinical instructors in physical therapy.
1
34
Patient made student feel comfortable and welcome
ci
35
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
36
Teaching is not telling characteristics
not spoon feeding, encourage discovery learning, encourage critical self reflection, plant the seeds for lifelong learning
37
Knowledgeable and current in their areas of practice
professional colleagues
38
Facilitators
positive
39
Positive and respectful interactions with students, made students feel recognized and unique as a person in their encounters
academic faculty
40
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
41
Critical component of professional preparation and education for physical therapists at both the entry level and postprofessional level
clinical education
42
Sequence
teacher as guide and facilitator
43
Each learner and patient is uniqye
ways of doing
44
Engaged in professuonak organizations and activitues
ways of doing
45
Mutual goal setting and planning
team approach
46
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
47
Accessible and approachable, personable
ways of being
48
Collaborator, team player
professional colleagues
49
Knowledgeable and committed to continues advancements of knowledge and skills; respected by colleagues
ways of being
50
Participated in continuing education and shared learning with others
ways of doing
51
Caring and compassionate
ways of being
52
Encourage students to think critically, to ask why
academic faculty
53
Serves as an advicate for patients
ways of doing
54
Dedicated to their work and patients
professional colleagues
55
Centered around discharge planning and decision making
patient autonomy
56
She never once made it seem that i was not important
ways of doing
57
Very involved in professional organizations, physical therapy education and clinical practice
academic faculty
58
Reflect on your past experiences as a student completing cliniçal internships and also your experience as a CI if applicable.
1
59
Open and receptive to student ideas and the ideas of others
ways of being
60
Teacher or ci
observe, question, demonstrate, instruct, model
61
Well rounded
ci
62
Positive professional role model; an advocate for the patients and the profession
ways of being
63
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
64
Most influential activities
professional memberships and activities, work experiences, formal education preparation
65
Student
independent, practice, application, decision-making
66
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
67
Teacher-learner partnership
team approach
68
Very involved in professional organizations and activities
ci
69
Reflection involved assessing their teaching after perceived failure
on
70
Respectful and nonjudgmental of students, patients, colleagues and others
Ways of being
71
Committed to assisting student learning and development, “let me try my wings”
ci
72
Very involved in professional organizations and activities, encourages professional engagement
professional colleagues
73
Detailed description of a critical event, a defining or pivotal moment, or a turning point
exemplar
74
Homework
teaching is asking not tellinf
75
Attentive and responsive listener
ways of doing
76
Modeled EBP
academic faculty