Transcript Lane Community College Clinical Education Conference 2012

June 18, 2012
Beth Ann Thorpe, LPTA, BS, CSCS – ACCE
Christina Howard, MPT – Program Coordinator
Marc Duyck, PT, MsEd - Instructor
Schedule
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9:00 - Introduction and Welcome
9:15 - Physical Therapy Clinical Outcome Objectives
10:00 – Clinical Student Case Scenarios
10:30 – Break
10:45 – Scenario Discussion
11:45 – Walking Tour of Health and Wellness Building
12:00 – Buffet Lunch
1:00 – CI of the Year Award, Program Updates
1:15 - Characteristics of Effective Clinical Instructors
1:30 – Student Panel
2:15 – Fostering Student Professionalism
3:00 – Disability Resources and ADA Compliance
3:45 – Take Home Messages and Closing
Courtesy Announcements
 Please turn phones to vibrate or silent mode
 Water and coffee available through the day
 Restrooms are out in the hall – LOCATE
 Get up and move around as needed
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AM break time, walking tour before lunch
 Certificates with be e-mailed within 1-2 days along
with links to documents discussed and survey
 Wi-Fi is available on campus through SAN1
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LOGIN: L88888888, PIN: jackjane2012
Conference Objectives
 Understand clinical outcome objectives including Clinical
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Performance Instrument performance levels.
Create and discuss student clinical case scenarios and
identify strategies for successful resolution.
Know when to contact the ACCE/DCE with clinical
concerns.
Recognize characteristics of an effective clinical instructor
and successful clinical student.
Fostering professionalism in physical therapy students
Understand student rights for disability accommodations
in the clinical setting.
Survey – Show of Hands
 How many of you are or will be:
 Clinical Instructors
 Center Coordinators of Clinical Instruction
 Clinic/Department Managers/Rehab Directors
 Academic Faculty – Instructors or ACCE/DCE
 Work with Pacific SPTs
 Work with Mount Hood SPTAs
 Work with Lane SPTAs
 Work with students from other schools or disciplines
Beth Ann Thorpe, LPTA, BS, CSCS – ACCE
•What is “Entry Level” for PT/PTA?
• Clinical Performance Instrument (CPI)
• Review of Bloom’s Taxonomy
What is “Entry Level?”
 PT Minimum Skills – Doctorate Degree
 Link
 PTA Minimum Skills – Associate Degree
 Link
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We teach general foundational knowledge for ALL settings, not
specialties or in depth manual techniques for PTAs.
 Remember these are students, not experienced
clinicians.
 A little humor – So You Want to Be a PT Student
Clinical Performance Instrument
 Paper or online assessment tool created by the APTA
for student clinical performance.
 PTA CPI Web: LINK
 Schools pay to use the online version
 Online version has required FREE training module
through APTA Learning Center for all users
 CPI Indicators: 18 for SPTs, 14 for SPTAs
 Performance Dimensions and Rating Anchors: LINK
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Definition of Entry Level on handout
Clinical Outcomes
 LCC PTA Students complete 3 clinical rotations during 2nd
year; PTA 280A, B, and C (6 weeks for 216 hours)
 Outcome expectations are progressively increased
 PTA 280A: CPI 1-6 approaching I level, 8-14 approaching AB level
 PTA 280B: CPI 1-7 approaching AI level, 8-14 approaching I level
 PTA 280C: CPI 1-7 approaching E level, 8-14 approaching AI level
Bloom’s Taxonomy
 3 Domains
1.
2.
3.
Cognitive - knowledge, definition (see image below)
Psychomotor – skill, do it
Affective – attitude, value
Bloom’s Taxonomy Links
Big Dog and Little Dog’s Performance Juxtaposition
 http://www.nwlink.com/~donclark/hrd/bloom.html
Iowa State University Center for Excellence in Learning
and Teaching- A Model of Learning Objectives
 http://www.celt.iastate.edu/teaching/RevisedBlooms1.
html
Bloom’s Taxonomy with an iPhone
 http://www.youtube.com/watch?v=sdkT7nQ0WGQ&f
eature=related
Bloom’s Cognitive PTA Example
 Remembering – Recite stages of gait cycle
 Understanding – Explain what happens at each stage
 Applying – Classify RLA vs Traditional descriptions
 Analyzing – Differentiate normal vs abnormal gait
 Evaluating – Correct abnormal form, weaknesses
 Creating – Prescribe exercise program to address gait
deviations
Student Clinical Case Studies
 Write Individual Case - 10 minutes
 Use the worksheet given
 This can be CI-Student, Student-Patient
Color paper = Challenge
 Color paper = Success
 Think about the CPI Indicators around the
room
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Case Study Examples
 Challenge – PT student in middle rotation in OP ortho
completing an evaluation omitted taking vital signs but later
made up values in documentation.
 Professional and behavioral issue. DCE was called by CI. Critical
Incident report was completed. Lesson on VS and given practice in
case the skill was a problem. Student ultimately continued
questionable ethical behavior and failed clinical. CI was more
aware of ethics and began discussing it with students.
 Success – PTA student in first rotation in acute was intimidated
by transferring patient with multiple lines in small room.
 Some behavior but mostly skill issue. CI simulated catheter, O2
and IV lines in open room to have student practice. CI told ACCE at
site visit about student lack of skill in this area. Line management
practice in mock hospital room added the next term prior to
clinical. This sharing helped entire class and CI practiced IV with
students prior to multi-line patient handling.
Student Clinical Case Studies
 Small group discussions at your table –
15 minutes
 Seek/offer feedback
 Have any of you experienced similar?
Write on the easels on your way out: 1-2
• Characteristics of an effective Clinical
Instructor
• Characteristics of a successful clinical
student
Student Clinical Case Scenarios
 Large Group Discussion
 Share 1 Success and 1 Challenge per table
 How often was the ACCE/DCE involved?
 Suggestions/Feedback
ACCE/DCE Resources
 Use us! When in doubt, check in.
 Keep phone number and e-mail handy during clinical
 Red Flags/Behavioral issues – sooner than later
 Set up a successful environment before student arrival
 APTA Credentialed Clinical Instructor Program
 APTA Guidelines and Self-Assessment for Clinical
Instruction – CI LINK, CCCE LINK
 Have site policies, goals, manual, mentoring
 Welcome letter and contact prior to student arrival
 Possible shadow or meeting prior to start date
ACCE/DCE Resources cont’d
 During Clinical
 Thorough student orientation on day 1 - LINK
 Set communication style/tone early on
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Kolb Learning Style Inventory - LINK
 Weekly Goal Setting Meeting – LINK (sample)
 End of the day reflections – Ask the student for 3 things
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that went well today and 3 things to work on
Problem-Solving Algorithm - LINK
Critical Incident Report – LINK (sample), also online
Sample Weekly Progressions – LCC
Mid-term CPI springboard for final goal setting
Student Humor
Tour of Health and Wellness
 Building 30 – PTA Lab 122 and SIM Lab – 15 minutes
• Mediterranean Buffet
• Moodle demo if interested
•Attendee response today vs. student response
Characteristics of an Effective CI
 Patience
 Give feedback
 Allow hands on practice
 Supportive and
 Demonstrate techniques
 Allow (safe) mistakes
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 Gear toward student
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learning style
 Good communicator
 EBP
 Role model
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encouraging
Seek feedback
Give appropriate but not
unreasonable challenges
Build confidence by
allowing student to lead
Be nice. 
Successful Clinical Student
 Drive and determination
 Take feedback/criticism
 Do not be too hard on
 Write clear and concise
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yourself – allow/forgive
mistakes
Patience
Ask questions
Confidence in
knowledge learned
Adaptable/flexible
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notes
Good listener
Arrive early and be
prepared for the day
Study at home
Respectful, accountable
Time management
• Share feedback
• Q&A
• Marc Duyck, PTA, MsEd
Professionalism
 What is considered Professional Behavior?
 What type of professional behaviors are expected of
students?
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PT vs PTA?
Autonomous vs semi-autonomous?
 How do CIs orient students who are challenged in the
professional domain?
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APTA Guide to Professional Conduct for the PT
APTA Guide to Professional Conduct for the PTA
Example of conduct observed
Review of Guides in small groups
Professionalism cont’d
 Coaching students on professional communication
 Verbal
 Non-verbal
 Written
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E-mail communications
 Challenges faced by programs
 How challenges are addressed by programs
 Explicit coaching
 Program standards
• Americans with Disabilities Act Compliance
• Students’ Rights
• Disability Resources Department Procedures
•Increase in student requests for accommodations at the
community college level
•Most common request is for text anxiety, time and a half for
exams
•LCC PTA clinical outcome objectives have built in extra time
that progressively lessens by final rotation.
•Familiarize yourself with clinical outcome objectives, CPI
indicators, student level before student arrival
•Meet the student where he/she is in the learning process
•Self-assess your performance as a site/CI/CCCE/instructor
and ask for student feedback for improvement
•Consult with resources and ACCE/DCE for support
sooner than later, especially on red flags/behaviors
•Create a rich learning environment with welcome letter,
orientation, and communication strategies early on
•Be direct with students – do not wait until mid-term to
provide feedback
•When having discussions regarding professionalism with
students, use core documents as references
•When it comes to professionalism, we are all works in
progress
•Students with disabilities have rights to seek
accommodations but must be able to perform essential
skills.
•It is the responsibility of the student and the school to
provide possible accommodations.
Questions?
References
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APTA Minimum Required Skills of Physical Therapist Graduates at Entry-Level BOD G-11-05-20-48.
http://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/BOD/Education/MinReqSkillsPTGrad.pdf. Accessed June 15, 2012.
APTA Minimum Required Skills of Physical Therapist Assistant Graduates at Entry-Level. BOD G11-08-09-18.
http://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/BOD/Education/MinReqSkillsPTGrad.pdf. Accessed June 15, 2012.
So You Want to Be a PT Student video. You Tube. http://www.youtube.com/watch?v=vgt1Gl4pir4. Accessed June 15, 2012.
PTA CPI Web. Academic Software Plus. https://cpi2.amsapps.com/user_session/new. Accessed June 15, 2012.
PTA Clinical Performance Instrument. APTA, 2008.
PT Clinical Performance Instrument. APTA, 2008
Bloom’s Taxonomy Cognitive Domain image. http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy. Accessed June 15, 2012.
Big Dog and Little Dog’s Performance Juxtaposition. http://www.nwlink.com/~donclark/hrd/bloom.html. Accessed June 16, 2012.
A Model of Learning Objectives. Iowa State University Center for Excellence in Learning and Teaching.
http://www.celt.iastate.edu/teaching/RevisedBlooms1.html. Accessed June 15, 2012.
Bloom’s Taxonomy with the iPhone. You Tube, Video. http://www.youtube.com/watch?v=sdkT7nQ0WGQ. Accessed June 15, 2012.
APTA Credentialed Clinical Instructor Program. http://www.apta.org/CCIP/. Accessed June 15, 2012.
Guidelines for Self-Assessment for Clinical Instruction. APTA. 2004 Edition.
Kolb Learning Style Inventory. Image retrieved from
http://www.google.com/imgres?imgurl=http://www.businessballs.com/images/kolb%27s_learning_styles_businessballs.jpg&imgrefurl=http://www.business
balls.com/kolblearningstyles.htm&h=675&w=859&sz=138&tbnid=VxAjWuMzMtusM:&tbnh=90&tbnw=115&zoom=1&usg=__BTY9kRRVc8EG5lZT7fXONIgryxg=&docid=xeuHq50qaha0fM&sa=X&ei=vLeT4OTOsLu2gW04OTgAQ&ved=0CHMQ9QEwAA&dur=214. Accessed June 15, 2012.
American Physical Therapy Association. Problem solving algorithm utilized by PTAs in patient/client intervention. In: A Normative Model
of Physical Therapist Assistant Education: Version 2007. Alexandria, VA: American Physical Therapy Association; 2007:84‐85.
Lane Community College Health and Wellness Building image. Building User Introduction. SRG Partnership, Inc.
www.lanecc.edu/sustainability/documents/B30book.pdf. Accessed June 15, 2012.
APTA Guide to Professional Conduct for the PTA. APTA Ethics and Judicial Committee. November 2010.
http://www.apta.org/uploadedFiles/APTAorg/Practice_and_Patient_Care/Ethics/GuideforConductofthePTA.pdf. Accessed June 15, 2012.
APTA Guide to Professional Conduct for the PT. APTA Ethics and Judicial Committee. November 2010.
http://www.apta.org/uploadedFiles/APTAorg/Practice_and_Patient_Care/Ethics/GuideforProfessionalConduct.pdf. Accessed June 15, 2012.
American With Disabilities Act of 1990. Department of Justice. http://www.ada.gov/pubs/ada.htm. Accessed June 15, 2012.
Shepard, K and Jensen, G. Handbook of Teaching For Physical Therapists. Second Edition. Philadelphia, PA. Butterworth and Heinemann and imprint of
Elsevier. 2002