A Shared Vision for Clinical Education: The Year-Long Internship

Rapport, Mary Jane; Kelly, Kathleen; Hankin, Tara Ridge; Rodriguez, Jenny; Tomlinson, Susan

doi:10.1097/00001416-201400001-00006

Cited by 10 publications

(5 citation statements)

References 24 publications

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“…However, some investigators recommend that the length of first and intermediate (second and third) full-time CEEs should be significantly longer than 8-10 weeks. [11][12][13] About how the timing of CEEs affects DPT students' clinical learning and performance, there was significantly more improvement in DPT students' PT CPI ratings between the first and third full-time CEEs and the second and third CEEs. e lack of a significant change in DPT students' clinical learning and performance between the first and second full-time CEEs may be due to the limited length of time between those CEEs.…”

Section: Discussionmentioning

confidence: 99%

“…Our results of no significant difference among 8-, 9-, and 16-week terminal full-time CEEs in DPT students' clinical learning and performance are consistent with CIs recommendation that terminal full-time CEEs should be 8-10 weeks. [14][15][16] By contrast, others [11][12][13] reported that longer CEEs are better for DPT students' clinical development into entrylevel physical therapists.…”

Section: Discussionmentioning

confidence: 99%

“…However, some investigators recommend that the length of first and intermediate (second and third) full-time CEEs should be significantly longer than 8–10 weeks. 11-13…”

Section: Discussionmentioning

confidence: 99%

“…e newly licensed physical therapists were consistently rated by their employers as the same or better in professionalism, responsibility, problem solving, and critical thinking, when compared with other newly licensed physical therapists. 11 Supporting the year-long internship model, Rapport et al 12 proposed that a yearlong clinical internship would "…push students to achieve performance expectations beyond entry level…" Additional benefits of a year-long clinical internship were a smoother transition for DPT students to develop into entry-level clinicians and an improved ability for DPT programs to offer cohesive CEEs to their students. 12 Consistent with the proposed benefits of a year-long internship, a qualitative assessment of DPT students with focus group interviews reported that DPT students who completed a year-long internship supported the year-long model.…”

Section: Year-long Internship Modelmentioning

confidence: 99%

“…11 Supporting the year-long internship model, Rapport et al 12 proposed that a yearlong clinical internship would "…push students to achieve performance expectations beyond entry level…" Additional benefits of a year-long clinical internship were a smoother transition for DPT students to develop into entry-level clinicians and an improved ability for DPT programs to offer cohesive CEEs to their students. 12 Consistent with the proposed benefits of a year-long internship, a qualitative assessment of DPT students with focus group interviews reported that DPT students who completed a year-long internship supported the year-long model. 13 Clinical Instructor Perspectives Clinical instructors supported longer terminal full-time CEEs, but not the year-long internship.…”

Section: Year-long Internship Modelmentioning

confidence: 99%

See 4 more Smart Citations

Does the Length of Student Physical Therapists' Clinical Educational Experiences Matter?

Wolden¹,

Gusman²,

Drevyn³

et al. 2021

JOPTE

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Introduction/Review of Literature. Clinical educational experiences (CEEs) comprise approximately 30% of the total credit hours in the Doctor of Physical erapy (DPT) curriculum and are essential to the clinical learning and performance of DPT students to achieve entrylevel competence. ere are no established standards in DPT education for the length and timing of CEEs to optimize students' clinical learning and performance. e purpose of our investigation was to assess the development of DPT students' clinical learning and performance at 3 DPT programs during 6-, 8-, 9-, and 16-week CEEs. Methods. An analysis of variance was conducted to assess the changes in DPT students' clinical learning and performance based on the following: (1) the length of CEEs, (2) the effect of the length and timing of CEEs, and (3) the length of the final CEEs. Subjects. Midterm and final evaluation Physical erapist Clinical Performance Instrument data were analyzed from 707 DPT students' CEEs. Results. e average change in DPT students' clinical learning and performance during CEEs was as follows: 6 weeks = 3.13 (SD = 2.3), 8 weeks = 3.20 (SD = 2.6), 9weeks = 3.30 (SD = 2.5), and 16 weeks = 2.56. Significant difference in DPTstudents' clinical learning occurred during the 8week (P = .03; P = .04) and 9-week (P = .04; P = .01) CEEs compared with the early 6week CEEs and 16-week CEEs, respectively. Discussion and Conclusion. e greatest change in DPT students' clinical learning and performance occurred during 8-and 9-week CEEs and between the first and third full-time CEEs. Given the increasing costs of DPT education and student debt, the length of CEEs required to meet CAPTE standards and program goals should be further investigated.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…However, some investigators recommend that the length of first and intermediate (second and third) full-time CEEs should be significantly longer than 8–10 weeks. 11-13…”

Section: Discussionmentioning

confidence: 99%

Section: Year-long Internship Modelmentioning

confidence: 99%

Section: Year-long Internship Modelmentioning

confidence: 99%

See 3 more Smart Citations

Does the Length of Student Physical Therapists' Clinical Educational Experiences Matter?

Wolden¹,

Gusman²,

Drevyn³

et al. 2021

JOPTE

View full text Add to dashboard Cite

show abstract

Recommendations From the Common Terminology Panel of the American Council of Academic Physical Therapy

et al. 2018

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This process resulted in a comprehensive glossary for physical therapist clinical education; changes to several current terms, including "internship" and "full-time clinical education experience"; and the addition of new terms, including "preceptor" and "site coordinator for clinical education." New terminology will provide standard language for consistent communication and a common framework for all stakeholders.

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Simulation in Physical Therapy Education and Practice: Opportunities and Evidence-Based Instruction to Achieve Meaningful Learning Outcomes

Sabus¹,

Macauley²

2016

Journal of Physical Therapy Education

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A Shared Vision for Clinical Education: The Year-Long Internship

Cited by 10 publications

References 24 publications

Does the Length of Student Physical Therapists' Clinical Educational Experiences Matter?

Does the Length of Student Physical Therapists' Clinical Educational Experiences Matter?

Recommendations From the Common Terminology Panel of the American Council of Academic Physical Therapy

Simulation in Physical Therapy Education and Practice: Opportunities and Evidence-Based Instruction to Achieve Meaningful Learning Outcomes

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