Toward Standardization of the Placement Process Used in Full-Time Clinical Education Experiences: Findings and Recommendations of the Placement Process Task Force

Abstract

Background and Purpose.The Placement Process Task Force (PPTF), a combined effort of the Clinical Education Special Interest Group and the National Consortium of Clinical Educators, has developed recommendations for the placement process of students in full-time clinical education experiences following data collection from stakeholders. The PPTF submitted a report to both boards and highlights its methods and rationale for the recommendations here.Position and Rationale.To reduce variability and administrative burden shared among stakeholders, there should be a common definition of the process. Additionally, a common clinical calendar should be developed and adopted with accepted deadlines for placement requests, offer acceptance, offer release, student assignment, and onboarding requirements. Training should be required for new directors of clinical education (DCEs) and site coordinators of clinical education (SCCEs) to initiate them to the common calendar. Only the DCE/ACCE or employed members of the DCE/ACCE team should be responsible for securing clinical education placement offers. Adoption of these recommendations will allow progress toward the goal of reducing administrative burden with the potential of creating opportunities for DCEs and SCCEs to participate in the advancement of clinical education development and scholarship.Discussion and Conclusion.The current variability of placement processes commonly used in full-time clinical education has negative effects on SCCEs and clinics, DCEs and academic programs, and students. Reducing variability and administrative burden can result in additional productivity of stakeholders for tasks, such as clinical instructor development, student development, and clinical education research.

Collaborating to Integrate Education and Practice: A Model of a Physical Therapy Academic–Clinical Partnership

“…Fewer clinical sites can facilitate establishment of mutual outcomes and standards to enhance clinical education, which they conclude would benefit and advance the entire profession. 6 Historically, academic medical centers represent the embodiment of successful, comprehensive academic–clinical partnerships that enabled American medicine to become a dominant force in basic science research, clinical advances, and medical education. 7 To date, however, there has been limited literature describing comprehensive physical therapy academic–clinical partnerships, such as the one described in this article, or successful collaborative models between academic PT departments and freestanding rehabilitation institutions.…”

Facilitators and Barriers to Providing Clinical Education Experiences Through the Lens of Clinical Stakeholders

“…11,12 The increase in programs translates to more than 36,000 entry-level Doctor of Physical Therapy (DPT) students 12 requiring a substantial number of clinical sites, to meet current CE needs. 11 Research suggests that placement offerings are limited in various settings, 13 such as acute care, skilled nursing, neurologic rehabilitation, pediatrics, and home health. 14 Although the number of completed clinical experiences would suggest that programs have a sufficient number of full-time CE experiences, 13 the actual number of annual placement offerings is unknown.…”

“…11 Research suggests that placement offerings are limited in various settings, 13 such as acute care, skilled nursing, neurologic rehabilitation, pediatrics, and home health. 14 Although the number of completed clinical experiences would suggest that programs have a sufficient number of full-time CE experiences, 13 the actual number of annual placement offerings is unknown.…”

“…Beyond the challenge of sufficient depth and breadth of clinical sites, PTEPs often encounter an array of barriers that vary from site to site and may differ between programs within the same geographic region. 13,15 Clinical sites and site coordinators of CE (SCCEs) face challenges such as limited resources, time and space constraints, productivity standards, onboarding requirements, perceptions of students, and student documentation demands. 13,15,16 Although those clinical sites may desire to provide CE experiences, many are faced with requirements for instruction, job expectations, and changing practice environments.…”

“…13,15 Clinical sites and site coordinators of CE (SCCEs) face challenges such as limited resources, time and space constraints, productivity standards, onboarding requirements, perceptions of students, and student documentation demands. 13,15,16 Although those clinical sites may desire to provide CE experiences, many are faced with requirements for instruction, job expectations, and changing practice environments. 17,18 Despite these growing challenges, many clinical sites and CIs have adjusted to continue to support the development of entrylevel DPT students.…”