Clinical Instructors’ Perceptions of Behaviors That Comprise Entry-Level Clinical Performance in Physical Therapist Students: A Qualitative Study

Jette, Diane U.; Bertoni, Alicia; Coots, Renee; Johnson, Heidi; McLaughlin, Catherine G.; Weisbach, Cody

doi:10.2522/ptj.20070003

Cited by 50 publications

(36 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…11 One way to provide support is through mentored independence, in which there is a balance between independence and the need for assistance. 20 As new clinicians gain more experience, they gain more independence.…”

Section: Gaps In Preparationmentioning

confidence: 99%

“…A study examining preceptors' expectations of new physical therapists found that confidence is very important for new physical therapists. 20 Regardless of a physical therapist's knowledge, if they did not display confidence, the patients would ''pick up on'' that and were less likely to listen to the physical therapist's recommendations than when a physical therapist displayed confidence. Similar to our findings, Carr and Volberding 6 found that confidence was a deficiency reported by new ATs.…”

Section: Shortcomingsmentioning

confidence: 99%

See 1 more Smart Citation

Supervising Athletic Trainers' Perceptions of Graduate Assistant Athletic Trainers' Professional Preparation

Thrasher

Walker

Hankemeier

et al. 2015

Athletic Training Education Journal

View full text Add to dashboard Cite

Context: Recent debate has ensued regarding the readiness of newly credentialed athletic trainers (ATs) to function as independent clinicians. Some ATs believe the professional preparation of athletic training students is not adequate.Objective: To describe supervisors' perceptions regarding the preparation of college graduate assistants (GAs) to practice as independent practitioners.Design: Consensual qualitative research.Setting: Individual phone interviews.Patients or Other Participants: Twenty-one collegiate ATs who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men, 5 women; years of supervision experience, 14.6 6 6.6 years). Participants who met the inclusion criteria were recruited via e-mail from the Board of Certification database and through snowball sampling. Interviews were conducted until data saturation occurred.Main Outcome Measure(s): Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team, who independently coded the data and compared ideas until consensus was reached and a codebook was created. Trustworthiness was established through member checks and multianalyst triangulation.Results: Three themes emerged: (1) previous preparation, (2) shortcomings in GAs, and (3) suggestions for athletic training program improvement. Supervisors felt GAs were prepared academically, but there were some gaps in preparation, such as their ability to independently practice and their rehabilitation skills. Shortcomings were professional communication, role execution, and personality. Supervisors felt preparation could be improved by increasing time in clinical education, developing communication skills, and having increased experience with psychosocial intervention, rehabilitation, and nonorthopedic conditions.Conclusions: Didactic preparation of GAs is the best it has ever been, yet new ATs still need more experience while being mentored by experienced ATs. Professional programs could implement standardized patient experiences to provide opportunities for new ATs to practice in communication or in other areas of weakness.

show abstract

Section: Gaps In Preparationmentioning

confidence: 99%

Section: Shortcomingsmentioning

confidence: 99%

Supervising Athletic Trainers' Perceptions of Graduate Assistant Athletic Trainers' Professional Preparation

Thrasher

Walker

Hankemeier

et al. 2015

Athletic Training Education Journal

View full text Add to dashboard Cite

show abstract

“…'gut feeling' seems to represent their cognitive integration of those characteristics into a decision about the overall adequacy of performance." 10 Cross and Hicks concluded that preceptors commonly use implicit criteria in the decision making process; preceptors would ask themselves if they would hire this student for their decision-making framework rather than use clinically-based objective measures. 11 Alexander's heuristic model found that preceptors assessed whether, in their opinion, the student's performance was representative of the desirable characteristics of an entry-level practitioner.…”

Section: Introductionmentioning

confidence: 99%

Towards an Operational Definition of Clinical Competency in Pharmacy

Ried

Douglas

2015

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To estimate the inter-rater reliability and accuracy of ratings of competence in student pharmacist/patient clinical interactions as depicted in videotaped simulations and to compare expert panelist and typical preceptor ratings of those interactions. Methods. This study used a multifactorial experimental design to estimate inter-rater reliability and accuracy of preceptors' assessment of student performance in clinical simulations. The study protocol used nine 5-10 minute video vignettes portraying different levels of competency in student performance in simulated clinical interactions. Intra-Class Correlation (ICC) was used to calculate inter-rater reliability and Fisher exact test was used to compare differences in distribution of scores between expert and nonexpert assessments. Results. Preceptors (n542) across 5 states assessed the simulated performances. Intra-Class Correlation estimates were higher for 3 nonrandomized video simulations compared to the 6 randomized simulations. Preceptors more readily identified high and low student performances compared to satisfactory performances. In nearly two-thirds of the rating opportunities, a higher proportion of expert panelists than preceptors rated the student performance correctly (18 of 27 scenarios). Conclusion. Valid and reliable assessments are critically important because they affect student grades and formative student feedback. Study results indicate the need for pharmacy preceptor training in performance assessment. The process demonstrated in this study can be used to establish minimum preceptor benchmarks for future national training programs.

show abstract

“…The ability to be a life-long, self-directed learner is vital for health professionals, with clinicians now expecting new graduates to possess self-directed learner attributes [3].…”

Section: Introductionmentioning

confidence: 99%

Self-Directed Online Learning Modules: Students’ Behaviours and Experiences

et al. 2013

View full text Add to dashboard Cite

Academic programs are experiencing pressure to produce efficiencies in education by incorporating online learning. Simply transplanting a text-based resource to an online setting by itself does not necessarily provide an effective online learning environment. In collaboration with clinical educators, our academic team constructed an online learning activity designed to reinforce allied health student knowledge of pharmacology. However, anecdotal reports from students entering the clinical environment indicated poor engagement with the online resources. These reports prompted the need for a method of formal analysis of student engagement and insights into student preferences and behaviours with online learning. Through auditing online usage data and survey analysis, our study determines a set of practical recommendations for the design of online resources, and their implementation, in order optimise their utilization and educational value.

show abstract

Clinical Instructors’ Perceptions of Behaviors That Comprise Entry-Level Clinical Performance in Physical Therapist Students: A Qualitative Study

Cited by 50 publications

References 16 publications

Supervising Athletic Trainers' Perceptions of Graduate Assistant Athletic Trainers' Professional Preparation

Supervising Athletic Trainers' Perceptions of Graduate Assistant Athletic Trainers' Professional Preparation

Towards an Operational Definition of Clinical Competency in Pharmacy

Self-Directed Online Learning Modules: Students’ Behaviours and Experiences

Contact Info

Product

Resources

About