Education Commons^™

Quality Delivered: How A Pandemic Fostered Innovation And Creative Solutions In Clinical Education, Alice M. Davis, Laura Laporta, Nancy F. Mulligan, Stacy Carmel, Shelene Thomas, Denise O'Dell

Internet Journal of Allied Health Sciences and Practice

Background: Clinical education placements for students enrolled in healthcare programs were abruptly upended in March 2020 due to COVID-19. Programs were faced with decisions of how to mitigate substantive challenges due to an unforeseen pandemic within timeframes that would align with curricular sequences and graduation dates. Schools quickly modified curriculum formats, implemented alternative teaching and learning instruction and developed safety protocols to protect students, clinical faculty, and patients. Purpose: The aim of this study explored the strategies employed by one physical therapy school’s clinical education team, which resulted in successful completion of clinical course requirements and on-time graduation. Method: Data …

Core Competency-Related Professional Behaviors During Patient Encounters: A Report From The Association For Athletic Training Education Research Network, Cailee E. Welch Bacon, Julie M. Cavallario, Stacy E. Walker, Curtis Bay, Bonnie L. Van Lunen

Rehabilitation Sciences Faculty Publications

Context: To enhance the quality of patient care, it is important that athletic trainers integrate the components of the core competencies (CCs; evidence-based practice [EBP], patient-centered care [PCC], health information technology [HIT], interprofessional education and collaborative practice [IPECP], quality improvement [QI], professionalism) as a part of routine clinical practice. In what ways, if any, athletic training students (ATSs) are currently integrating CCs into patient encounters (PEs) during clinical experiences is unclear.

Objective: To describe which professional behaviors associated with the CCs were implemented by ATSs during PEs that occurred during clinical experiences.

Design: Multisite panel design.

Setting: A total of …

Impact Of Pro Bono Clinic On Attitudes, Beliefs, And Confidence Towards Cultural Competence In First-Year Doctoral Physical Therapy Students, Scarlett Morris, Ruiping Xia, Troy Klaassen, Trey Johnson

Internet Journal of Allied Health Sciences and Practice

Purpose: Cultural competence is an essential skill for healthcare providers in our increasingly ethnically diversified society. There is an unmet need for educating future culturally competent physical therapists. The purpose of this study was to investigate the impact of pro bono clinic on cultural competence in first-year doctoral physical therapy students. Method: Forty-two participants completed a survey before and after attending three individual sessions of mentored pro bono clinical experiences during their first semester. The survey assessed participants’ attitudes and beliefs (Part I), and self-perceived level of confidence (Part II) towards cultural competence. Wilcoxon signed-rank tests were performed. Results: The …

Occupational Therapy Student Readiness For Transition To The Fieldwork Environment: A Pilot Case Study, Pamela Karp

The Open Journal of Occupational Therapy

The classroom and the field represent diverse and unique teaching and learning environments that students are required to navigate successfully. Facilitating student success in these environments requires the efforts of educators and the students themselves. This qualitative pilot study sought to elucidate perspectives regarding student readiness from the viewpoint of occupational therapy academic and fieldwork educators. Data for the study was collected from interviews and a focus group. The results of the study revealed that academic and fieldwork educators value similar characteristics of student readiness for transition to fieldwork. However, there is a need for collaborative strategies between the academic …

Development And Evaluation Of A Collaborative Model Level Ii Fieldwork Program, Annmarie T. Kinsella, Catherine V. Piersol

The Open Journal of Occupational Therapy

This project developed a Collaborative Model Level II Fieldwork (CM-FWII) program to evaluate the effect of the program on fieldwork educator and student understanding of the model and changes in knowledge, perceptions, and satisfaction. Four fieldwork educators (FWEd) were recruited from two pediatric and two adult practice settings. Eight occupational therapy (OT) students met participation criteria and agreed to participate. A pre/post design was used to evaluate change in knowledge and perceptions. Satisfaction with the collaborative model (CM) was examined after the 12-week fieldwork rotation. Analysis procedures included a priori coding, calculation of frequency distributions, and thematic analysis of transcribed …

Aphasia Simulation: A Perspective From The Student And Standardized Patient, Suzanne Moineau, Deb Bennett, Alison Scheer-Cohen

Teaching and Learning in Communication Sciences & Disorders

The aim of the current study was to examine student ability, student and standardized patient perceptions of competency, and student perceptions of effectiveness of simulation methodology for conducting language screenings on individuals with aphasia. Graduate students enrolled in a mandatory course on acquired language disorders (n = 36) completed a variety of simulated learning experiences using videos, high-fidelity manikins, and standardized patients, in preparing them for clinical practice with persons with aphasia. 5-point Likert scales and open-ended survey questions relating to student and standardized patients’ perceptions were administered. Results demonstrated a strong positive perception that simulation promotes student understanding of …

Occupational Therapy Students’ Self-Efficacy, Experience Of Supervision, And Perception Of Meaningfulness Of Level Ii Fieldwork, Lynne Andonian

The Open Journal of Occupational Therapy

Background: This study explored the relationship of perceived self-efficacy to demographic and fieldwork variables for occupational therapy (OT) students. Self-efficacy is related to student and employee success and competency.

Methods: OT students (n = 306) from 42 OT programs in the United States completed the Student Confidence Questionnaire and the Demographic Questionnaire and Survey addressing demographics, practice setting, students’ experience of supervision, and perceptions of the fieldwork’s personal meaning during Level II fieldwork. Correlational and regression methods examined the relationships among the variables. Analysis of variance methods tested differences between higher and lower self-efficacy student groups.

Results: The degree of …

Relationship Between Occupational And Physical Therapist Students’ Belongingness And Perceived Competence In The Clinic Using The Ascent To Competence Scale, Patti J. Berg-Poppe, Joy R. Karges, Ranelle Nissen, Susan Deutsch, Kendra Webster

Journal of Occupational Therapy Education

Clinical education experiences (CEEs) serve an essential role in physical therapist (PT) and occupational therapist (OT) student development. The Ascent to Competence Scale (ACS) measures valuable attributes of belongingness, competence, and welcoming associated with CEE placement. The purpose of this study was to examine the relationship between PT and OT students’ belongingness and perceived competence during CEE using the ACS. A survey consisting of 35 questions from the ACS measuring students’ feelings of belongingness and perceived competence in the clinic was administered to PT and OT students from 7 Midwest universities. Respondents rated statements using a 5-point Likert-type scale (“never …

Framing The Value Of Clinical And Field Education, Lisa Richardson Mss, Licsw, Rebecca Mcgill Edd, Rn, Christina Anderson Pt, Dpt, Linda Buxell Ma, Otr/L, Leah Harris Otr/L, Lisa Rovick Mhsc, Co, Comt

Interprofessional Papers and Writing

Community/university partnerships play a critical role in higher education. Community-based research, service learning, guest lectures, internships, and a host of other activities illustrate the shared opportunities for students, educators, practitioners, employers, and consumers, as communities and institutions collaborate to educate the future workforce and develop an informed and engaged citizenry.

Across the spectrum of health and professional disciplines, real world learning through community-based clinical/field education1 is essential to prepare practice-ready graduates. At St. Catherine University, for example, students complete over 7,000 clinical/field placements annually across multiple degrees and disciplines (see Appendix B). Without community/ university partnerships, our universities would not …

Toward A Deeper Understanding Of Disability: Physical Therapy Educators’ Reflections, Clarence Chan, Debra Engel, Jacqueline Ross

Publications and Research

This article describes the unique journey both of a blind student in our Physical Therapist Assistant (PTA) Program and of the faculty who taught him as they all navigated through uncharted territories. Despite the fact that the physical therapy profession trains practitioners to help clients with disabilities to maximize their physical function and teaches them how to adapt to the challenges of daily activity, we initially assumed that a blind student would not be able to complete the program or be able to become a self-sufficient practitioner. We were very wrong. This article describes our learning process over the course …

Telecommuting As The Director Of Clinical Education (Dce) In A Doctoral Physical Therapy Program, Sally Mccormack Tutt

Physical Therapy Faculty Posters

Poster describing a case study created to help determine the feasibility of allowing the Director of Clinical Education to telecommute from Florida to Maine as a unique way to retain a valued core faculty member of the DPT department. Concludes there are benefits to departments considering this method of job performance, including: decreasing the turnover of quality faculty at an institution, reducing stress of a vacancy on the department and other faculty, decreasing the cost associated with searching for and hiring a new faculty member, and providing students with consistency with regards to the teaching and advising they receive from …

Clinical Preceptors' Perspectives On Clinical Education In Post-Professional Athletic Training Education Programs, Kelvin Phan, Cailee W. Mccarty, Jessica M. Mutchler, Bonnie Van Lunen

Rehabilitation Sciences Faculty Publications

Context: Clinical education is the interaction between a clinical preceptor and student within the clinical setting to help the student progress as a clinician. Post-professional athletic training clinical education is especially important to improve these students' clinical knowledge and skills. However, little research has been conducted to assess the pedagogical principles for clinical education at this level or what factors are necessary to enhance the clinical skills and decision-making abilities of post-professional students. Therefore, exploring the perspectives of clinical preceptors involved in post-professional education will help educators understand what strategies are necessary to improve post-professional athletic training education programs (PPATEPs). …