Application of Educational Theory and Evidence in Support of an Integrated Model of Clinical Education

Hakim, Ellen Wruble; Moffat, Marilyn; Becker, Elaine; Bell, Karla A.; Manal, Tara Jo; Schmitt, Laura A.; Ciolek, Cathy H.

doi:10.1097/00001416-201400001-00005

Cited by 35 publications

(25 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Student learners are also better able to link theory with practice and to demonstrate increased understanding and satisfaction with didactic studies as a result of EL. [8][9][10][11] These EL activities are more likely to foster learning by providing opportunities for students to adapt to the unique constraints and opportunities inherent in interacting with children at different stages of growth and early development. Ideally this will support attainment of knowledge and skills related to the 5 core competencies in pediatric professional education.…”

Section: Discussionmentioning

confidence: 99%

“…Table 1 illustrates that this current sample is consistent with the curricular models and characteristics of a larger sample reported by Schreiber et al 4 Table 2 summarizes these 6 programs and the strategies used by each to create EL opportunities for students. 11.83 ± 4.4 (8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20) a Total lecture + laboratory hours in the current study were confined to the stand-alone or primary pediatrics courses, whereas in Schreiber et al, 4 this more stringent definition was not used. This table includes additional pediatrics content hours in other courses across the exemplar programs.…”

Section: Representative Curricular Exemplarsmentioning

confidence: 98%

“…It is learning by doing, and occurs within a relevant setting. [8][9][10][11] The purpose of this perspective article is to advocate for the inclusion of EL activities with children, including children with participation restrictions, as a component of professional education for all physical therapist students. For this article, EL with children is operationally defined as activities in which students design and implement an experience that engages a child in meaningful activities, including examination, evaluation, intervention, and/or client/caregiver interaction and instruction.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Experiential Learning With Children

Schreiber

Rapport

Martin

et al. 2015

Pediatric Physical Therapy

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Representative Curricular Exemplarsmentioning

confidence: 98%

mentioning

confidence: 99%

See 1 more Smart Citation

Experiential Learning With Children

Schreiber

Rapport

Martin

et al. 2015

Pediatric Physical Therapy

View full text Add to dashboard Cite

show abstract

“…One of the benefits of ICE is authentic patient/client interaction as students must learn to adapt to patient and caregiver responses. ICE provides opportunities for “self-assessment […] skill development and professional growth” (p. 13) 11. Faculty traditionally serve as clinical educators in ICE scenarios, but high-quality clinical sites and clinical instructors may also serve as educational partners.…”

Section: Position and Rationalementioning

confidence: 99%

Experiential learning in physical therapy education

Smith¹,

Crocker²

2017

AMEP

View full text Add to dashboard Cite

Background and purposeExperiential learning can provide students in entry-level physical therapy (PT) education programs the opportunity to practice skills and techniques, learned in the classroom, in a real-world setting. Experiential learning is currently being utilized in all entry-level PT programs in the form of professional practice experiences but may be integrated throughout the curriculum to enhance student engagement and knowledge application and retention. The purpose of this paper is to express the need for increased integration of experiential learning into entry-level PT education curricula.Position and rationaleExperiential learning can effectively replace a portion of in-class laboratory time in entry-level PT education programs. Several methods of experiential learning exist, including simulation, integrated clinical experiences, service learning, community patient resource groups, and professional practice opportunities. Students benefit from the ability to practice hands-on skills in a safe, nonjudgmental environment. Students can still experience consequences of poor decisions but can have multiple opportunities to master the skill without the fear of negative outcomes. Incorporation of high-risk age ranges and diagnoses can be achieved through simulation.Discussion and conclusionExperiential learning can be integrated into any PT curriculum if faculties are committed and flexible. Experiential learning may be particularly useful in specialty practice areas where there are fewer opportunities for students to practice skills. The practice of reflection upon experiences that is commonly performed in conjunction with experiential learning will help prepare students for the type of reflective practice that is essential to transition from novice to expert practitioners.

show abstract

“…Hakim et al, 2014).The integrated clinical learning model with CoC allows Education management to control the type, sequence, and duration of clinical experience, as well as the qualifications of the medical practitioners involved. To maximize student readiness for patient / client demands in the twenty-first and more centuries, integrated clinical experience must be seen as an important component of the core curriculum in vocational education (Malau-Aduli et al, 2013…”

mentioning

confidence: 99%

The Influence of Continuity of Care (CoC) to the Increasing of Cognitive, Affective and Psychomotor Aspects of Midwifery Care to Students of Midwifery Study Program

Yani¹,

Yanti²

2019

IJNMS

View full text Add to dashboard Cite

Education should be able to form graduate competencies in accordance with community needs. The quality of midwives in Indonesia is still low, this is indicated by the passing of the competency test which tends to be volatile (RistekDikti, 2016). During this time the learning aspects are given fragmented and separate. Learning models are needed in accordance with the needs of the community, integrating all aspects related to community values and are dynamic according to the needs of the community. The purpose of this study was to find the effect of CoC learning methods on improving cognitive, affective and psychomotor midwifery students. This study used "quasi-experimental non-equivalent pre-post test randomized intervention studies". Each student was assessed on affective, cognitive, and psychomotor aspects in the implementation of midwifery care in the 5th semester before and after the implementation of CoC, Each midwifery student carries out CoC care for a participant. The results of the multivariate analysis using the Wilks' Lambda test showed that the greatest effect of time effect on affective variables was shown by the results of Partial Eta Squared 0.982, meaning that time could explain 98.2% of the variance in the multivariate value. It means that this learning method is proven to improve student learning experiences. Keywords: Clinical Learning, CoC, Cognitive, Affective, Psychomoto

show abstract

Application of Educational Theory and Evidence in Support of an Integrated Model of Clinical Education

Cited by 35 publications

References 60 publications

Experiential Learning With Children

Experiential Learning With Children

Experiential learning in physical therapy education

The Influence of Continuity of Care (CoC) to the Increasing of Cognitive, Affective and Psychomotor Aspects of Midwifery Care to Students of Midwifery Study Program

Contact Info

Product

Resources

About