Clinical Education and cultural diversity in physical therapy: clinical performance of minority student physical therapists and the expectations of clinical instructors.

2008 ◽  
Vol 22 (1) ◽  
pp. 85
Author(s):  
Patricia R Curatti
Keyword(s):  
Physical Therapy ◽  
Cultural Diversity ◽  
Clinical Education ◽  
Physical Therapists ◽  
Clinical Performance ◽  
Minority Student ◽  
Clinical Instructors

scholarly journals Creative Problem Solving and Social Cooperation of Effective Physical Therapy Practice: A Pioneer Study and Overview

2003 ◽  
Vol 3 ◽  
pp. 291-297
Author(s):  
Eli Carmeli
Keyword(s):  
Physical Therapy ◽  
Clinical Education ◽  
Physical Therapists ◽  
Social Cooperation ◽  
Clinical Instructors ◽  
Considerable Effort ◽  
Educational Methods ◽  
Patient Interaction ◽  
Creative Problem ◽  
Therapy Sessions

Action research (AR) has an important role to play in educating physical therapists. Increasing efforts should be encouraged to instigate AR programs in physical therapy practice and clinical education. Such programs commonly require considerable effort and understanding by clinical instructors, and require adoption of new educational methods. AR programs can lead physical therapists and clinicians to be more questioning and reflective in evaluating practical questions regarding patient therapy and education. The purpose of this article is to educate the readers on the importance of AR and to provide a few relevant references on that topic. A specific study is described in this paper in which physical therapy clinical instructors participated in a structured workshop designed to demonstrate the values of AR and how such values can be incorporated in teaching their students. AR can lead to improved therapist-patient interaction and help solve specific practical problems arising during therapy sessions.

scholarly journals Physical Therapy Clinical Instructor Self-Reported Evidence-Based Practice Use

2015 ◽  
Author(s):  
Debra Bierwas ◽  
Joan Leafman ◽  
Lisa Wallace ◽  
Donald Shaw ◽  
Steven Fehrer
Keyword(s):  
Physical Therapy ◽  
Clinical Education ◽  
Evidence Based Practice ◽  
Physical Therapists ◽  
Physical Therapist ◽  
The United States ◽  
Clinical Instructor ◽  
Evidence Based ◽  
Clinical Instructors ◽  
Professional Characteristics

Introduction: Evidence-based practice is a required component of student physical therapist education. Practice applying the five steps of evidence-based practice to patient care (formulate question, retrieve evidence, appraise evidence, integrate evidence, evaluate outcomes), most effectively performed during clinical education, must occur for students to become proficient. Clinical instructor use of evidence-based practice is essential to assure that student physical therapist practice occurs during clinical education. Purpose: The purpose of this study was to assess self-reported evidence-based practice use by physical therapy clinical instructors and examine whether an association exists between professional characteristics and evidence-based practice use. Methods: This study was a cross-sectional, descriptive study using an electronic survey to collect data on clinical instructor professional characteristics and evidence-based practice use. Results: Respondents included 376 physical therapists who were clinical instructors in the United States. Participant responses for frequency evidence-based practice steps use ranged from never to frequently. Specifically, respondents reported integrating evidence into clinical instruction: never 2.1% (n = 8); rarely 6.4% (n = 24); occasionally 13.3% (n = 50); sometimes 28.7% (n = 108); and frequently 49.5% (n = 186). There was no difference in evidence-based practice use as the result of age or highest degree. Respondents who were American Physical Therapy Association members or held an American Board of Physical Therapy Specialties certification reported using some of the evidence-based practice steps more frequently than those who were not. Discussion and Conclusion: Although the majority of respondents in this study reported using evidence-based practice to some extent, there was great variability. Student physical therapists may be exposed to evidence-based practice during clinical education since the majority of respondents, considering their role as clinical instructors, reported evidence-based practice use. However, exposure cannot be guaranteed for every student because some respondents reported never using evidence-based practice. Educational program use of supplemental learning activities during clinical experiences may facilitate student practice of all five steps of evidence-based practice during clinical education.

scholarly journals Self-Reported Measurement of Heart Rate and Blood Pressure in Patients by Physical Therapy Clinical Instructors

2002 ◽  
Vol 82 (12) ◽  
pp. 1192-1200 ◽  
Author(s):  
Ethel M Frese ◽  
Randy R Richter ◽  
Tamara V Burlis
Keyword(s):  
Blood Pressure ◽  
Heart Rate ◽  
Clinical Practice ◽  
Physical Therapy ◽  
Clinical Education ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Practice Setting ◽  
Clinical Instructors ◽  
Strongly Agree

Abstract Background and Purpose. The Guide to Physical Therapist Practice (Guide) recommends that heart rate (HR) and blood pressure (BP) measurement be included in the examination of new patients. The purpose of this study was to survey physical therapy clinical instructors to determine the frequency of HR and BP measurement in new patients and in patients already on the physical therapists' caseload. The use of information obtained from HR and BP measures in decision making for patient care and the effects of practice setting and academic preparation on the measurement and use of HR and BP also were examined. Subjects and Methods. A sample of 597 subjects was selected from a list of 2,663 clinical instructors at the clinical education sites of the 2 participating universities. Clinical instructors from a variety of practice settings were surveyed. A 26-item survey questionnaire was mailed to the clinical instructors. Results. Usable survey questionnaires were received from 387 respondents (64.8%); 43.4% reported working in an outpatient facility. The majority of the respondents strongly agreed or agreed (59.5%) that measurement of HR and BP should be included in physical therapy screening. When asked if routinely measuring HR and BP during clinical practice is essential, opinions were nearly split (strongly agree or agree=45.0%, strongly disagree or disagree=43.7%, no opinion=11.3%). More than one third (38.0%) of the respondents reported never measuring HR in the week before the survey as part of their examination of new patients. A slightly larger percentage (43.0%) reported never measuring BP of new patients in the week before the survey. Conversely, 6.0% and 4.4% of the respondents reported always measuring HR and BP, respectively, of new patients in the week before the survey. When given a list of reasons why HR and BP were not routinely measured in their clinical practice, respondents most frequently chose “not important for my patient population” (52.3%). Relationships were found between practice setting and frequency of HR and BP measurement in new patients. Discussion and Conclusion. Practices related to HR and BP measurement reported by this sample of clinical instructors do not meet the recommendations for physical therapy care described in the Guide.

Exploring the experiences of novice clinical instructors in physical therapy clinical education: a phenomenological study

Physiotherapy ◽  
2014 ◽  
Vol 100 (4) ◽  
pp. 349-355 ◽  
Author(s):  
B.H. Greenfield ◽  
P.H. Bridges ◽  
T.A. Phillips ◽  
A.N. Drill ◽  
C.D. Gaydosik ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Clinical Education ◽  
Phenomenological Study ◽  
Clinical Instructors

Clinical Supervision and the Use of a Three-Tiered Hierarchical Approach to Evaluate Student Clinician Performance

2015 ◽  
Vol 25 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Patti Solomon-Rice ◽  
Nancy Robinson
Keyword(s):  
Learning Style ◽  
Clinical Supervision ◽  
Clinical Education ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Clinical Instructors ◽  
Evaluation Tool ◽  
Supervisory Styles ◽  
Qualitative Feedback ◽  
Hierarchical Evaluation

Effective university clinical supervision requires the clinical instructor to modify supervisory style based on the student clinician's skill level, experience, and learning style. In addition, clinical education programs provide clinical instructors with an evaluation tool to assess the supervisee's clinical performance. This article reviews the supervisory process and models for modifying supervisory styles and describes various evaluation tools that can be used to evaluate clinical skills. A clinical evaluation tool is then introduced that emphasizes clinical proficiency rather than type of clinical supervision. The tool incorporates hierarchical expectations when evaluating student clinician practicum knowledge and skills across three levels of student clinicians: beginning, intermediate, and advanced. Information is provided about the content of the three-tiered hierarchical evaluation tool and the process used to assess clinical performance. Qualitative feedback from surveys completed by clinical instructors and student clinicians about the tool is reviewed.

scholarly journals Behaviors That Cause Clinical Instructors to Question the Clinical Competence of Physical Therapist Students

1999 ◽  
Vol 79 (7) ◽  
pp. 653-667 ◽  
Author(s):  
Karen W Hayes ◽  
Gail Huber ◽  
Jean Rogers ◽  
Babette Sanders
Keyword(s):  
Physical Therapy ◽  
Physical Therapist ◽  
Clinical Performance ◽  
Student Behaviors ◽  
Clinical Instructors ◽  
Red Flags ◽  
Cognitive Behaviors ◽  
Inadequate Knowledge ◽  
Effective Delivery ◽  
Therapy Services

Abstract Background and Purpose. Clinical instructors (CIs) observe behavior to determine whether students have the skills assumed necessary for safe and effective delivery of physical therapy services. Studies have examined assumptions about necessary skills, but few studies have identified the types of student behaviors that are “red flags” for CIs. This study examined the student behaviors that negatively affect students' clinical performance, which can alert CIs to inadequate performance. Subjects. Twenty-eight female and 5 male CIs discussed the performance of 23 female and 17 male students who were anonymous. Methods. Using questionnaires and semistructured interviews that were taped and transcribed, CIs described demographics and incidents of unsafe and ineffective physical therapy. After reading the transcripts, investigators identified and classified the behaviors into categories and checked their classification for reliability (κ=.60–.75). Results. Behaviors in 3 categories emerged as red flags for CIs: 1 cognitive category—inadequate knowledge and psychomotor skill (43% of 134 behaviors)—and 2 noncognitive categories—unprofessional behavior (29.1%) and poor communication (27.6%). The CIs noticed and valued noncognitive behaviors but addressed cognitive behaviors more often with students. Students who did not receive feedback about their performance were unlikely to change their behavior. The CIs used cognitive behaviors often as reasons to recommend negative outcomes. Conclusion and Discussion. Clinical instructors need to identify unacceptable cognitive and noncognitive behaviors as early as possible in clinical experiences. Evidence suggests that they should discuss their concerns with students and expect students to change.

scholarly journals Physical Therapy Faculty, Clinical Instructors, and Employer Expectations for New DPT Graduates in the Acute Care Setting

2019 ◽  
Author(s):  
Leah Nof ◽  
Claudia Gazsi ◽  
Shari Rone-Adams ◽  
Debra Stern
Keyword(s):  
Physical Therapy ◽  
Acute Care ◽  
Delphi Study ◽  
Physical Therapists ◽  
Problem Solver ◽  
Clinical Instructors ◽  
Entry Level ◽  
New Graduates ◽  
New Graduate ◽  
Physical Therapy Faculty

Purpose: The purpose of this study was to determine how the expectations of new graduate physical therapists held by physical therapy faculty (PTF), clinical instructors (CIs), and employers (PTE) compared in the acute care (AC) setting, and determine if graduates are meeting the entry-level expectations of the three stakeholders in acute care. Methods: This mixed method study used Survey Monkey to gather data from participants. Faculty, CIs and PTEs were recruited from CAPTE accredited DPT programs. The current survey used the top 25 characteristics developed by the Delphi study by Gazsi to determine level of agreement of importance among the three participant groups for entry-level performance in acute care. Results: The study had 399 participants. Of the 25 characteristics, 7 were ranked most important by more than 75% of all participant groups combined. Two characteristics – safe and reliable – were consistently ranked highest by all 3 participant groups. Four significant differences among groups were for the characteristics of recognition of red flags, critical thinker, problem solver, and team player. A majority (82.4%) reported that new graduates were meeting expectations. Conclusions: Although the majority of participants reported that new graduates were meeting expectations, the implication of differences in expectations among some of the participants is that these differences should be considered in curricula development.

scholarly journals Influence that Service in a Pro Bono Clinic has on a First Full-Time Physical Therapy Clinical Education Experience

2017 ◽  
Author(s):  
Daria Porretta ◽  
Jill Black ◽  
Kerstin Palombaro ◽  
Ellen Erdman
Keyword(s):  
Physical Therapy ◽  
Focus Group ◽  
Clinical Experience ◽  
Clinical Education ◽  
Full Time ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Education Experience ◽  
Pro Bono ◽  
The Impact

Purpose: Physical therapist education programs strive to prepare their students for full-time clinical experiences in a variety of ways. Experiential and service learning in authentic contexts reportedly help students make connections between the classroom and the clinic. The purpose of this study was to explore the influences that service in a physical therapy pro bono clinic has on a first full-time clinical education experience. Methods: Participants were all third year doctoral physical therapy students at Widener University who were entering their first full-time clinical education experience. Sixteen participants kept journals throughout their first full-time clinical experience regarding the impact of their previous pro bono experience. Upon completion of the 10-week full-time clinical experience, the sixteen participants answered a Likert-scale survey to further delineate the influence of the pro bono experience, and fifteen of the participants participated in focus group discussions to further explore themes that emerged from the journal and survey data. Data from the focus group and journals were analyzed qualitatively. The responses from the surveys provided quantitative data. In addition, the researchers looked at the Clinical Instructors (CI) midterm comments on the APTA’s Clinical Performance Instrument (APTA PT CPI WEB) to further corroborate or disconfirm the findings. Results: Triangulation of the data points revealed 9 categories of positive impact that the pro bono experience had on their first full-time clinical experience. The strongest three categories in order were client interaction, clinical instructor interaction, and professional communication. The next five categories were of relative equal strength and related to specifics areas of competency. They were competency in documentation, evaluation, intervention, clinical reasoning and cultural competency. A final overarching category was increased confidence. CI comments on the midterm CPI corroborated these findings. Participants also shared ways in which the pro bono experience could have better prepared them for their full-time clinical experience. Conclusions: Regular participation in a pro bono clinic throughout the didactic portion of the physical therapy curriculum contributed to student confidence and competence in their first full-time clinical experience. Future research should include interviews with the clinical instructors to further corroborate the student perceptions. The findings of this study also serve to inform how the pro bono clinical experience can be enhanced to further contribute positively to the students’ first full-time clinical experiences.

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