Clinical Instructorsʼ Perspectives on Professional Development Opportunities: Availability, Preferences, Barriers, and Supports

Recker-Hughes, Carol; Brooks, Gary; Mowder-Tinney, JJ; Pivko, Susan

doi:10.1097/00001416-201001000-00003

Cited by 18 publications

(15 citation statements)

References 23 publications

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“…Recker-Hughes et al 71 reported CIs do not believe professional development activities support clinical teaching roles and desire more opportunities for continuing professional development and support from PTEPs.…”

Section: Ce Faculty: Demographics and Characteristics And CI Educatiomentioning

confidence: 99%

Quality in Physical Therapist Clinical Education: A Systematic Review

et al. 2013

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Section: Ce Faculty: Demographics and Characteristics And CI Educatiomentioning

confidence: 99%

Quality in Physical Therapist Clinical Education: A Systematic Review

et al. 2013

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“…To maintain the quality of clinical education experiences, it is imperative that physiotherapists involved in clinical education are adequately prepared for, and supported in, their role (Higgs & McAllister, 2007;McAllister, Blithell & Higgs, 2010;Recker-Hughes, Mowder-Tinney & Pivko, 2010). One method of ensuring this is to provide effective training regarding clinical education and supervision, particularly for novice clinical educators (Currens & Bithell, 2000;Edgar & Connaughton, 2014;Greenfield et al, 2014;Higgs & McAllister, 2005;Jarski, Kulig & Olson, 1990;Öhman et al, 2005;Recker-Hughes et al, 2010). In Australia and New Zealand, clinical education training resources are available through individual workplaces, universities and professional organisations, such as the Australian Health Education Training Institute (HETI).…”

Section: Introductionmentioning

confidence: 99%

characteristics and experiences of international physiotherapy graduates seeking registration to practise in Australia

Foo¹,

Storr²,

Maloney³

2017

NZJP

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This study aimed to identify the characteristics, and explore the experiences, of international physiotherapy graduates seeking registration to practise in Australia. Participants of a clinical-skills revision workshop run by an Australian University for internationally trained physiotherapists seeking to apply for registration were surveyed between 2013 and 2014. Survey questions focused on the experience of the registration process, and what it meant to participants. Data were analysed with descriptive statistics and thematic analysis. Seventy-three survey responses were received. Most participants were under 40 years old (88%), 48% were permanent Australian residents, and 37% had a Master’s level degree or higher. The median years since graduation was eight (interquartile range 6–12), 85% of participants spoke more than one language, and 56% reported that they would consider working in a rural location. Thematic analysis revealed insights into the risks perceived by participants while seeking registration to practise, affecting their personal wellbeing, professional development and recognition, partners and children, and resources. International physiotherapy graduates have potential to improve healthcare provision and address Australia’s growing health workforce needs, through their experience, diversity, and willingness to work in rural locations. However, international physiotherapy graduates also perceive significant risks associated with seeking registration to practise.

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“…While the focus here is on CIs as educators, it is important to recognize that most CIs identify as clinician first and educator second. 8,9 As such, CIs typically pursue readily available continuing education paths related to clinical practice expertise. Similarly, these individuals participate in performance reviews focused primarily on healthcare delivery performance.…”

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“…Conversely, when it comes to their role as educators, CIs have fewer opportunities to develop teaching skills, nor do they see as much value in continuing education related to teaching skills, with only 31.2% of CI's relying on the American Physical Therapy Association (APTA) Credentialed Clinical Instructor Program (CCIP) as their source of training. 8,9 The CCIP is an excellent starting place for providing a teaching foundation for CIs, but evidence is mixed on the efficacy of this program. 8,[10][11][12][13] According to Buccieri et al, 10 this program is 'is not the definitive pathway to expertise for the clinical instructor' (p. 18).…”

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confidence: 99%

“…3 There is little evidence that CIs routinely receive consistent feedback on clinical teaching skills. 1,9 No standardized framework exists to outline competence expectations or provide guidance to stakeholders evaluating CI performance, making objective assessment challenging. Objective assessment is necessary to identify strengths and gaps in CI teaching competence, to guide feedback, and to provide relevant opportunities for growth.…”

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Perspective for change: establishing the need for clinical instructor competencies in physical therapist education

Bilyeu

Sharp

Myers

2021

jcept

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Current issue: Clinical instructors (CIs) are instrumental in the development of competent, entry-level physical therapist graduates. Despite this key role, CIs are often deficient in formal knowledge of the learning sciences that influence quality of clinical education experiences. Clinical education stakeholders also lack a standardized and consistent approach to defining and assessing clinical teaching skills, resulting in an inability to provide adequate feedback and growth opportunities for CIs. Perspective: A gap exists between qualitative descriptions of clinical teaching behaviors and the ability to objectively assess those behaviors in CIs. Grounded in the Model of Excellence in Physical Therapist Education, this perspective calls attention to and proposes steps toward excellence in clinical education. Defining essential competencies of clinical teaching in the physical therapy profession requires a systematic approach. The competencies established through this approach then become the foundation for creating a meaningful assessment tool of CI performance. Implications for clinical education: Developing educator competencies and a related assessment tool for CIs allows for the provision of meaningful feedback, the creation of targeted professional development programs, and opportunities for recognition of clinical teaching excellence. Without effective CIs, new graduates may be inadequately equipped to contribute to the profession’s vision of educational excellence.

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Clinical Instructorsʼ Perspectives on Professional Development Opportunities: Availability, Preferences, Barriers, and Supports

Cited by 18 publications

References 23 publications

Quality in Physical Therapist Clinical Education: A Systematic Review

Quality in Physical Therapist Clinical Education: A Systematic Review

characteristics and experiences of international physiotherapy graduates seeking registration to practise in Australia

Perspective for change: establishing the need for clinical instructor competencies in physical therapist education

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