Development of an Expert Clinical Instructor: A Theoretical Model for Clinical Teaching in Physical Therapy

Buccieri, Kathleen M.; Pivko, Susan; Olzenak, Dana L.

doi:10.1097/00001416-201310000-00007

Cited by 16 publications

(39 citation statements)

References 26 publications

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“…Students expected the relationship to be reciprocal, relaxed and open, so that they would feel comfortable asking questions. These findings resonate with findings in previous studies (Buccieri, Pivko & Olzenak 2013 ; Oyeyemi et al 2012 ). If these expectations were not addressed, the T-L relationship was affected negatively.…”

Section: Discussionsupporting

confidence: 93%

Physiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor: Influence on the teaching–learning relationship

Meyer

Louw

Ernstzen

2017

South African Journal of Physiotherapy

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BackgroundClinical education is widely considered to be the cornerstone of health care professionals’ education. Clinical educators (CEs) fulfil many roles and act as both mentors and assessors in the learning process of students’ undergraduate health care professions education. However, changing from being a mentor to being an assessor may present particular challenges for both the CE and the students.ObjectiveTo explore students’ perceptions of how the dual role of a CE as mentor and assessor influenced the teaching–learning (T-L) relationship.MethodA qualitative descriptive study, involving seven individual semi-structured interviews and two focus group discussions, was conducted with students in the Division of Physiotherapy, Stellenbosch University. A contextualised interpretive content analysis was used to analyse the data. By following an iterative process, themes were identified and categories were reviewed and refined.ResultsChallenges were experienced when CEs had to act and change as both mentors and assessors to the needs of the students. This influenced the T-L relationship and consequently impacted the learning of students. The expectations of students and CEs were often not fulfilled. Contradictions were disclosed regarding the dual role of CEs.ConclusionThe findings of the study, grounded in the perceptions and experiences of students on the dual role of the CE, are highlighted. It is important to consider the challenges that the students face in order to minimise any negative effects these challenges could have on students’ learning processes.

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Section: Discussionsupporting

confidence: 93%

Physiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor: Influence on the teaching–learning relationship

Meyer

Louw

Ernstzen

2017

South African Journal of Physiotherapy

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“…The experience creation scale captures CIs’ ability to create LExps across a variety of student learning styles and abilities. In prior studies, students reported that CIs who take the time to get to know the student’s preferred learning style, respond to the student’s individual learning needs, engage the student as an adult learner, and use multiple types of instructional strategies create an effective LExp [ 4 , 12 , 13 ]. Additionally, the PT literature has identified essential CI characteristics as including goal setting and goal writing, as well as teaching and learning styles [ 2 ].…”

Section: Discussionmentioning

confidence: 99%

“…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. To date, a valid and reliable instrument to measure CTE from the CI’s perspective is lacking in PT.…”

Section: Introductionmentioning

confidence: 99%

Development of the Clinical Teaching Effectiveness Questionnaire in the United States

Wormley

Romney

Greer

2017

J Educ Eval Health Prof

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PurposeThe purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.MethodsThe Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis.ResultsThe scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation.ConclusionThe CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

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“…[3][4][5]8,[16][17][18][19] This literature highlights the central importance of the CI in creating a quality clinical education experience and identifies broad categories of critical CI capabilities that include interpersonal, teaching, and evaluation skills. 3,4,8,16,17 Within these categories, evidence demonstrates the importance of CI characteristics such as confidence, adaptability in teaching style, ability to facilitate clinical reasoning and critical reflection, and competence in providing effective formative and summative feedback. 3,4,8,16,17 Existing literature also describes the pathways or processes CIs follow to gain proficiency as a clinical teacher.…”

Section: Current Status: Defining and Assessing Excellence In Clinical Teachingmentioning

confidence: 99%

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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Development of an Expert Clinical Instructor: A Theoretical Model for Clinical Teaching in Physical Therapy

Cited by 16 publications

References 26 publications

Physiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor: Influence on the teaching–learning relationship

Physiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor: Influence on the teaching–learning relationship

Development of the Clinical Teaching Effectiveness Questionnaire in the United States

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

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