Clinical Instructor Credentialing and Its Effect on Student Clinical Performance Outcomes

Factors associated with patient-satisfaction in student-led physiotherapy clinics: A qualitative study

“…The clinical supervisor provides an influential role in student learning and professional development (Giles, Wetherbee, and Johnson, 2003;Housel and Gandy, 2008;Laitinen-Väänänen, Talvitie, and Luukka, 2007;Lauber et al, 2003) and the importance of the relationship between supervisor and student is increasingly emphasized for its role in student learning (Hauer et al, 2012;Hodges, 2011;Sambunjak, Straus, and Marusic, 2010). An effective clinical supervisor needs to possess the skills to promote student learning, and also simultaneously coordinate this with high-quality patient care (Manninen, Henriksson, Scheja, and Silen, 2015).…”

Development of the Clinical Teaching Effectiveness Questionnaire in the United States

“…This emphasis on CE has led to the development of tools for assessing the clinical teaching effectiveness (CTE) of CIs. The majority of the literature, however, has focused on student perceptions of the CTE of CIs, applied qualitative methods, compared CTE among American Physical Therapy Association (APTA) credentialed versus non-credentialed CIs, and/or used validated tools from nursing [ 2 - 6 ].…”

“…Teaching characteristics associated with positive student outcomes in the physical therapy (PT) literature include communication, professionalism, interprofessional relations, teaching, and the ability to provide feedback [ 2 - 6 ]. However, a recent systematic review, highlighted the lack of reliable outcome measures and the heterogeneity of tools used to assess CTE [ 7 ].…”

“…The original version of the 47-item tool was found to be reliable and valid for measuring clinical teacher effectiveness; although the authors only examined internal consistency for use with PT students, they found the data collected by the tool to be reliable. Housel and Gandy [ 2 ] used demographic data and 27 items pertaining to CI-specific criteria of the NEC-ACCE (New England Consortium of Academic Coordinators of Clinical Education) ‘Student’s evaluation of CE experience.’ The tool was reviewed for face and content validity only and not for use with CIs. Buccieri et al [ 4 ] used a qualitative grounded theory approach via semi-structured interviews to find meaning in CIs’ descriptions of clinical teaching.…”

Using Online Professional Development to Increase Self-Efficacy in School-Based Occupational Therapy Fieldwork Educators

“…In a study of occupational therapists, Ilott (1995), found that specific professional development on strategies for working with struggling or failing fieldwork students increased participants' confidence for confronting this issue in fieldwork education. Students paired with trained clinical instructors have also shown greater improvement over time (Housel & Gandy, 2008) and report higher satisfaction with their clinical/ fieldwork instructors (Housel, Gandy, & Edmondson, 2010). Although many of the professional development programs described in the literature are conducted on-site (Collins & Mowder-Tinney, 2012;Gareis & Grant, 2014;Hook & Lawson-Porter, 2013;Ilott, 1995;McMahon & Simons, 2004), electronic educational technology also has strong support in the literature as a method for delivering professional development for related-health providers (Bjornestad et al, 2014;Hollenbeck, 2010;Manzanares et al, 2004).…”