Transcript Slide 1

Physical
Therapy
Clinical Instructor Training
Harriet Lewis, PT, MS
Assistant Clinical Professor, Co ACCE
Objectives
• At the end of this unit, the participant will
be able to:
– Define the minimum requirements to be a
clinical instructor.
– Discuss the duties of a clinical instructor.
– Discuss the legal issues regarding clinical
instructors and student physical therapists.
Stop and think
• 1. Why do I need training to be a clinical
instructor (CI)?
• 2. What do I already know about being a
CI and teaching in the clinical
environment?
• 3. What tools do I already have that will
assist me to be an effective CI?
Background
• How is being a CI to a student like being a
physical therapist for a patient?
•
Stop and think
• What are the characteristics of a CI that I
really like?
• What is the most important characteristic?
Expectations of a CI
• Here are characteristics that prior PT
students desired in a CI
– Fairness and objectivity
– Honesty
– Integrity
– Creativity
– Understanding of the evaluation tool
– Approachability
– Appropriate feedback offered frequently
based on observed behavior
Expectations of a CI
• Do you agree with research that says that the
most important characteristic/skill is effective
communication? Why or why not?
• An effective communicator
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Listens well
Remains honest
Employs non-inflammatory language
Avoids anger buttons
Keeps a level-head
Displays a good sense of humor
Uses effective communication techniques
(restatement, reflection, clarification)
Expectations of a CI
• What are characteristics of effective
communication ?
–Clarity
–Brevity
–Accuracy
–Focus
CI Characteristics
• Practices in an ethical and legal manner
• Follows federal and state laws as well as
safe practice and risk management
guidelines to determine the appropriate
level of supervision
• Encourages self-directed learning
Stop and Think
• Forms a meaningful relationship with the
student where dialog is valued
• Could you substitute patient, colleague,
physician, caregiver, case manager, family
member in the above statement?
• Being a good CI is being a good physical
therapist.
CI Characteristics
• CI is involved in other aspects of
healthcare besides patient care
– Administration
– Peer review
– Utilization review
– Continuing education
– Marketing
– Employee training
– Committee meetings
• Could these be good learning experiences
for a student?
CI Training/Qualifications
• We have looked at the desirable characteristics
of a CI. What about the training and/or
requirements to be a CI?
• Clinical Education Handbook
– Minimum expectations are listed in handbook
– http://www.angelo.edu/content/files/19023graduating-2015-dpt-clin-ed-handbook (see page 7)
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Stop and think
– Is this enough to be a good CI?
– If not, what else do you desire in a CI?
Duties of a CI
• What does the CI do?
• http://www.angelo.edu/content/files/19023graduating-2015-dpt-clin-ed-handbook
• See page 8
CI Duties – Preparing for
students
• Things to know before the student arrives
– Expectations and goals
• Academic program
• Clinical site
• Student physical therapist
– Legal requirements
• Contract between facility and academic program
• Practice Act and Rules regarding students
• Policies and procedures of the clinical site
CI Duties – Preparing for
Students
• More things to know
– What is the level of the student?
• Is this the first, last, or mid-program rotation?
• What academic courses has the student had?
• What skills and knowledge does the student
have?
• How does ASU’s program provide this
information?
CI Duties – Preparing for
students
– Other information to consider
• What learning opportunities are available at my
site?
• What tool will be used to assess student
performance?
• Does the CI need special training to use the tool?
• What resources are available to assist the CI at the
university? At the site?
CI Duties – Beginning of the
rotation
• Introductions
– Key personnel in the department
– Key personnel in the facility
• Orientation
– Facility
– Department
– Expectations of the CI, department and facility
CI Duties – Beginning of the
rotation
• Get to know student and assess the
student’s learning needs
– Knowledge base
– Skills
– Comfort level with patients
– Expectations
• Learning needs
• Learning style
• Feedback preferences
CI Duties – Planning learning
experiences
• Use your assessment of your student’s learning needs to
answer these questions
– Do you need to confirm what your student already
knows?
– Do you need to challenge your student to grow?
– How can you include learning in all the domains?
• Cognitive (knowledge)
• Psychomotor (skills)
• Affective (attitude)
CI Duties – Planning Learning
Experiences
• Refer to presentation on Writing and Using
Objectives in Clinical Education
• Determine the resources and learning
opportunities available in your site
CI Duties – Planning learning
experiences
• Planning and implementing learning
experiences
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Before you start
– What are you trying to teach?
– What is the best method to teach this
material?
– How will I know if the student has mastered
this material?
CI Duties – Planning Learning
Experiences
• Good learning experiences
– Contain clear objectives with measurable outcomes
– Fall within scope of facilities resources
– Employ a variety of teaching methods to touch variety
of learning styles
– Meet the student’s and facility’s learning objectives
– Facilitate the evaluation of the effectiveness of the
learning experience with measurable outcomes
• See Writing and Using Objectives module
for more information.
CI Duties – Planning Learning
Experiences
• What are you trying to teach?
– Write an objective or several objectives
– Determine student readiness
– Verify that the necessary resources are
available
• Patients
• Equipment
• Personnel
– Choose the appropriate teaching method(s)
CI Duties – Planning Learning
Experiences
• Possible teaching methods
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Patient/client care
Written assignments
Observation experiences
Presentations
Demonstrations
Lecture
“Paper patients”
Role play
Reflection/Self assessment/Journaling
“Go look it up”
CI Duties – Planning Learning
Experiences
• Evaluate teaching effectiveness
– Were the objectives met?
– Were the teaching methods effective?
– How could this learning experience be
improved?
– Did the student learn, i.e., change his/her
performance?
CI Duties – Evaluating Student
Performance
• http://youtu.be/IvoLfcrkKNs
• Was this a successful learning experience
for the student?
CI “Musts”
• Keep up with current knowledge and skills
in practice area
• Supervise the student
• Keep up with current legal, ethical and
reimbursements issues
• Model excellent patient-centered care
using the latest evidence to support
clinical decisions
Legal Issues for the CI
• Supervision
– Federal and state law (Practice Act & Rules)
– APTA recommendations
• Reimbursement (Medicare, Medicaid, other)
• Safety
• Policies of institution (academic and clinical site)
regarding acceptable behavior
– Clinical Education Handbook
– Texas Practice Act Rule 322.3, 322.4
– Policy and Procedure manual for clinical site
Summary
• Students have high expectations of clinical
instructors
• Clinical instructors have many duties along with
teaching and supervising students
• Clinical instructors are the student’s supervisor.
• Clinical instructors plan learning experiences for
students
• Clinical instructors should be aware of legal
issues regarding students
References
• Physical Therapy Clinical Instructor Educator
Credentialing Manual. Alexandria, VA: American
Physical Therapy Association; 1997 (rev 2005).
• A Normative Model of Physical Therapist Professional
Education: Version 2000. Alexandria, VA: American
Physical Therapy Association; 2000: 43-44,105-106.
• Texas Practice Act. Austin, TX: Texas Board of PT/OT
Examiners; 2004: 1-6.
• Clinical Education Handbook. San Angelo, TX: Angelo
State University; 2015: II-3,4.
• Teaching and Learning in Physical Therapy. New York:
Slack Incorporated; 2011: 159-195.