The Methodology and Structure of the ABA Practice

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Transcript The Methodology and Structure of the ABA Practice

Practice Analysis in Audiology®
ABA Preceptor Certificate®
2104 CAPCSD Conference: Developing Your Potential
3:30-4:30pm – April 10, 2014 – Orlando, FL
Torryn Brazell, MS, CAE – Managing Director
ABA Credentials
ABA Assessment Based Certificates
Board Certified in Audiology
Established 1999
Cochlear Implant Specialty Certification (CISC)
Established 2004
Next Exam: CHOP October 5, 2014 – Philadelphia, PA
Pediatric Audiology Specialty Certification (PASC)
Established 2011
Next Exam: CHOP October 5, 2014 – Philadelphia, PA
ABA Preceptor Training Certificate Program
Pilot Tested March 2015 at AudiologyNOW! 2015 Conference in San Antonio, TX
Highlights of the ABA Practice Analysis
in Audiology
• Structured process to describe a profession
• Mixed-methods design
• Education & training
Job Descriptions & Career Ladders
Continuing Competencies
Certification Examinations
Scope of Work
Standards of Practice
Curriculum Development & Standards
Preliminary Data
December 2011 –
February 2012
Synthesis for Review by Project Task
Force of Subject Matter Experts
Delineating Audiology Practice
• Task force meets to delineate audiology practice
March 2012 – November 2012
• Delineation evaluated by external reviewers
December 2012 – March 2013
• Delineation revised by task force
April – July 2013
• Final approval by Steering Committee
August – November 2013
• Demographic Survey and Practice Analysis Survey Developed
December 2013-February 2014
• Beta Survey
April-May 2014
What’s Next?
• Beta Survey of Practice Analysis in Audiology
April-May 2014
• Final Survey in June-July 2014 to
2,500 audiologists
• Analysis and synthesis August-September 2014
• Fall 2014 “State of the State of the Profession
of Audiology Report”
NEW Practice Analysis in Audiology
D1: Assessment and Diagnosis of Patients with
Auditory and Vestibular Disorders
D2: Treatment and Management of Patients with
Auditory and Vestibular Disorders
D3: Professional Practice
D4: Public Education, Service, and Prevention
Practice Analysis in Pediatric Audiology (PASC)
D1: Laws and Regulations
D2: General Knowledge about Hearing and Hearing Loss
D3: Child Development
D4: Screening and Assessment Procedures
D5: Counseling
D6: Communication Enhancement Technology
D7: Habilitation/Rehabilitation Strategies, Educational Supports
Cochlear Implants Specialty Certification (CISC)
D1: Candidacy Considerations
D2: Counseling/Expectations
D3: Surgical Considerations
D4: Programming Principles/Speech Coding
D5: Device Operation
D6: Trouble Shooting
D7: Rehabilitation
D8: Outcomes
ABA Preceptor Training
Certificate Program FAQ’s
The American Board of Audiology® (the ABA), has
launched work on the development of a Preceptor
Certificate program, designed for audiologists who
provide clinical instruction to audiology students.
The following list of FAQs provides more information
on this important initiative.
ABA Preceptor Training
Certificate Program FAQ’s
The American Board of Audiology® (the ABA), has
launched work on the development of a Preceptor
Certificate program, designed for audiologists who
provide clinical instruction to audiology students.
The following list of FAQs provides more information
on this important initiative.
What is the purpose of the
ABA Preceptor Certificate Program?
To give audiological Preceptors structured,
standards-driven, assessment-based professional
training that supports and validates their
competency to serve as clinical educators.
For whom is the Preceptor Certificate
Program being developed?
All audiologists who are or plan to serve
as preceptors.
Is the Preceptor Certificate designed
to be a professional certification?
No. It is a training program.
The Preceptor Certificate is a voluntary
training program designed to support and
enhance the skills of clinical educators.
What is the Certificate Program format?
• training modules
• modules are assessment-based –
assessment upon completion of each module
• Certificate of Completion awarded
Will you be required to first hold
an ABA credential to participate in the
Preceptor Certificate Program?
The Preceptor Certificate Program is voluntary
and independent of a certification or
membership in any organization.
Is the Preceptor Certificate just for
Preceptors of 4th year externships?
The training will be relevant to preceptors
working with students in any clinical placement
during any year of a doctoral program.
How long has the ABA Preceptor Certificate
been considered?
A preceptor training program has been needed,
and discussed by myriad audiologists, for years.
Serious ABA development discussions began in
March 2011 during the AudiologyNOW!
conference in Chicago.
Primary focus was 1st the development of the
ABA Practice Analysis in Audiology, to be utilized
in the development of Preceptor training.
What topics will the Preceptor Certificate
training curriculum cover?
1) Adult Learning Principals and Styles
* teaching and evaluating clinical skills in a clinical setting
* the role of motivation in learning and its impact
on clinical teaching
2) Mentorship and Coaching
* managing vs. mentoring
* self-reflection role modeling
What topics will the Preceptor Certificate
training curriculum cover (cont.)?
3) Professional Role of an Audiologist
4) How to Teach: Supervising vs. Precepting
* structuring authentic clinical situations
* guiding clinical learning and providing appropriate
line-of-site supervision when needed
* case studies
* role-playing techniques
5) Legal and Ethical Situations
Don’t most Preceptors receive
special training to be clinical educators?
Our interviews with clinical training program
placement coordinators/directors indicate that
some preceptors receive special training
while others do not.
To what standards is the ABA Preceptor
Certificate being aligned?
1) The ABA Practice Analysis in Audiology,
“The State of the Audiology Profession in 2014”
2) The Clinical Education Guidelines for Audiology
Externships, issued by the American Academy of Audiology
3) ASTM E2659-09E1, American National Standards Institute,
Standard Practice for Assessment-Based
Certificate Programs
Are audiologists being consulted on the
curriculum’s content?
Yes. A comprehensive stakeholder analysis and
gap analysis are underway to ensure that the needs
of current preceptors as well as
practitioners considering the role are addressed.
GAP ANALYSIS: January-April 2014
Interviewing five (5) SME groups:
1. recent AuD graduates
2. current preceptors
3. clinical placement coordinators
4. non-preceptor audiologists
5. audiologist employers
What type of questions are being asked?
Recent Graduate Background
1. At what post-secondary institution did you complete your AuD studies?
2. What year did you graduate?
Preceptor Selection / Student Matching Experiences
1. How did you connect with a preceptor to complete your externship?
2. If you were connected with a preceptor through a placement coordinator or
faculty of your audiology program, did they
provide you with any specific guidance in selecting your preceptor?
3. What was/were the deciding factor(s) for you in selecting an externship site?
4. Were you satisfied with the alignment of your externship placement
with your clinical interests?
5. What preparation for the externship experience was provided to you
by your doctoral program?
What type of questions are being asked?
The Externship Experience
1. How would you describe the working style of your preceptor
2. Did you have a clear understanding of the performance expectations
and learning goals to be met during your externship placement?
3. What was a typical day like for you as an externship student?
4. What went well?
5. What needs improvement?
6. What do you think was critical for you to learn during the externship?
7. Did your externship provide you with adequate clinical experience to
prepare you for independent practice? If not, where were the gaps?
8. Did your externship provide you with opportunities to build professional
competencies, such as time management, client communications,
administrative operations, etc., to prepare you for independent practice? If
not, where were the gaps?
What type of questions are being asked?
Preceptor Background Gap Analysis Questions
1. What is the clinical setting of your practice?
2. How long have you served as a preceptor?
3. How many students have you supervised?
4. What types of student field placements have you supported as a preceptor? (e.g. shorter-term practicums
with undergraduates? 4th year externships with doctoral students? other?)
5. What audiology programs have you worked with?
6. Have you served as a preceptor for students from more than one audiology program? If yes, how did your
experiences as a preceptor for students from different schools compare?
Preceptor Selection
1. What (if any) criteria or standards were you required to meet to qualify as a preceptor?
2. Have you ever received any specialized training to prepare you for the preceptor role?
Student Matching Experiences
1. To what extent do administrators from the audiology programs with which you have worked facilitate the
match between you and students? To what extent are these relationships established on an ad hoc basis?
(initiated directly by students)
2. Have you had any negative experiences with poor student matches? What happened?
3. What criteria would you suggest be built into a preceptor/student matching process to ensure the most
productive learning experience for the student and the most positive preceptor experience for you?
What type of questions are being asked?
Exploring Training Needs
1. What do you believe are the most important areas students should focus on
during their field placements?
2. What teaching strategies do you use?
3. What is a typical day like for an externship student working in your practice?
4. To what extent are you able to organize and coordinate the student’s work
assignments with your own so that they remain in your line of sight for clinical
care delivery?
What difficulties have you encountered in maintaining line-of-sight supervision?
5. Do you give externship students assignments for which you do not keep them in
your line of sight?
6. Looking back to your first experience serving as a preceptor, what
knowledge/skills/resources do you WISH you’d had then?
7. As an experienced Preceptor, what information, tools, and resources would add
value to the training for a Preceptor Certificate program?
8. What is your preferred format for continuing education experiences?
(independent study, asynchronous web-based coursework, real-time webinars,
blended course design, face-to-face workshops, etc.)
Who is overseeing the development of
ABA’s Preceptor Certificate?
The American Board of Audiology, an independent credentialing
organization established in 1998, that promotes the highest level
of professional development
and ethical practice in the field of audiology.
Steering Committee made up of stakeholders
and leads LiLi Taylor, MA, Instructional System Designer
Torryn Brazell, MS, CAE, Managing Director
for the American Board of Audiology
May/June/July 2014
Subject Matter Expert Focus Groups & Face-to-Face Meetings
August/September 2014
Curriculum Goals & Objectives Finalized
October/November/December 2014
Training Module Story Boards, Assessments,
and Delivery Methods Finalized
January/February 2015
Train the Trainers / Mock Training / Calibration
March 2015
Pilot Testing in San Antonio – AudiologyNOW!
When will the ABA Preceptor
Certificate launch?
The certificate is scheduled to be pilot tested
during the AudiologyNOW!15 Conference
in San Antonio, TX,
March 25, 2015, as a Learning Lab.
How will the Preceptor Certificate benefit
current Preceptors?
The training will provide ideas, tools and
resources to effectively manage students
in clinical placements; it will reference the
2014 ABA Practice Analysis in Audiology,
which validates the current state of the
audiology profession through
the most current skills, tasks and abilities.
How will the Preceptor Certificate
benefit students?
Training will introduce a new level
of consistency in the quality and
constructiveness of clinical experiences. Students may
choose to be mentored, or select clinical experiences
within their training, at sites where the Preceptor has
elected to identify themself as having acquired the
distinction of the Preceptor Certificate of Completion.
The ABA encourages AuD students to advocate individually,
selecting an externship that best fits their career goals.
For more information:
Torryn Brazell, MS, CAE – ABA Managing Director
[email protected]