This is an additive approach, not an integrative approach

Clinical teacher and students are partners in learning characteristics

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

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

Expertise serving as a consultant in the evaluation process of students

Begin to know your students as people rather than as students

Serves as an advicate for patients

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

Routine extrinsic rewards and incentives

Capitalize on storytelling. Help students view mistakes as disappointment

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

Measure performance

Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needw of the patients and populations served

Program curriculum and university-based committee activities

Communication between the academic institution and affiliated clinical education sites

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

Preparation and experience

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

Resources: journal articles, discussions, collaborative and mentored learning

Level of cooperation, coordination and collaboration that are central to relationships between professionals in patient-centered care

Mutual goal setting and planning

Dynamic and flexible clinical classroom

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

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

Leadership roles and collaboration development-clinical faculty development

Understanding the legal risks and provisions associated with teaching supervising students

Demonstrate understanding of knowledge

Setting overall student objectives and clarifying learning expectations

Interest in students and commitment to providing quality learning experiences

She never once made it seem that i was not important

Unpredictable and time-constraint

Collaborator, team player

Consortia activities

Begin where interprofessional interaction occurs naturally, and allow educator efforts to develop in areas such as community-engaged learning in medically underserved communities where health-related concerns typically exceed the needs capacity of any single discipline to help

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

Dedicated to their patients being a patient advocate

Emphasize conformity

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

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

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

Self-accountability for behavior and actions is critically important

Very involved in professional organizations and activities, encourages professional engagement

Communicate with patients, families, communities and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease

Health requirements

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

Focus of goal orientation: Judgment

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

Encourage students to think critically, to ask why

Low performance expectation

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

Dynamic assessment

A powerful portal to professional life where students begin their formation of professional identity and habits of mind

Educators choose professional conferences to attend that focus on interprofessional education

Determining long term functional goals mutually with the patient/client

Well rounded

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

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

Work from experience into theory only

Acquisition of knowledge

Focus of goal orientation: Development and learning

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

Teaching is not telling characteristics

Caring and compassionate

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

Select educators are invited to one or more sessions that addresses a particular topic

Assignment of students

Provides feedback to all stakeholders

Serves as a liaison between clinical site and academic institutions

Available when needed

Provide targeted instructions

Challenge problem-solving and clinical decision-making skills

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

Experience in providing clinical education to students in the respective professions

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

Defining specific student behavioral and learning objective

Reinforcing conditions for IPE should be reflected in the educator role and reward structure, such as promotion and tenure documents, internal grant guidelines, and specific interprofessional awards not only to incentivize IPE but also to ensure that educators may successfully meet scholarship requirements

Effective interpersonal communication adn organizational skills

Clinical teacher and students are partners in learning enactment strategies

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

Management of budget

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

Governed by rules and regulations, prescriptive, mandatory experiences

Patient referral and taking patient/client history

Participated in continuing education and shared learning with others

Sage on stage

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

Open and receptive to student ideas and the ideas of others

Monitor student performance

Teaching is not telling enactment strategies

Clinical education program planning, implementation and assessment

Pace

Use of more consistent student clinical performance assessment instruments

Higher education

Intial patient examination, evaluation, diagnosis and problem identification

Continuous learning

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

Contact academic programs

Enhance attainment of goals

Clinical education activities