scholarly journals Clinical Instruction for Professional Practice

2009 ◽  
Vol 4 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Greg Gardner ◽  
Patrick Sexton ◽  
M. Susan Guyer ◽  
K. Sean Willeford ◽  
Linda S. Levy ◽  
...  
Keyword(s):  
Adult Learning ◽  
Instructional Strategies ◽  
Athletic Training ◽  
Skill Acquisition ◽  
Clinical Education ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Self Directed Learning ◽  
Entry Level ◽  
Directed Learning

Objective: To present the principles of adult learning and mentoring to help clinical instructors better educate athletic training students (ATSs) during their clinical experiences, with the end result being a better prepared, competent entry-level practitioner. Background: The principles of adult learning must be applied to ATS clinical education in order to develop more task mature and knowledgeable entry-level practitioners. Because clinical instructors are typically educated as clinicians rather than educators, they are generally not well-versed in the principles of adult learning, and generally do not spend a great deal of time designing learning experiences, appropriate supervision techniques, or mentoring strategies within the students' clinical experiences. Description: Concepts of adult learning, such as task maturity, self-concept, and self-directed learning, are keys to the development of competent practitioners. As espoused by Knowles, the Dreyfus five stage model of skill acquisition supports the concepts of adult learning and is easily applied to clinical education of the ATS. Modifications of this model and other adult learning models place students along a learning continuum where their progress can be enhanced or delayed depending on the instructional strategies employed by their clinical instructor (CI). Clinical Advantages: If instructional strategies are changed to correctly match the learner's progression, the learner will continue to move toward becoming a competent entry-level practitioner. These instructional adjustments will also allow the student to become more competent and self-confident in his or her clinical and decision-making skills.

scholarly journals The Acquisition of Instructional Strategies through a Four-Session Athletic Trainer Clinical Instructor Workshop

2008 ◽  
Author(s):  
Pradeep Vanguri ◽  
Jeff Konin
Keyword(s):  
Instructional Strategies ◽  
Athletic Training ◽  
Clinical Education ◽  
Athletic Training Education ◽  
Control Group ◽  
Clinical Instructor ◽  
Delivery Mode ◽  
Clinical Instructors ◽  
Single Session ◽  
Experimental Group

Athletic training clinical education combines didactic education with practical experiences. Athletic training education programs facilitate the development of this instruction by preparing the clinical instructors affiliated with the program. Primarily through one-time workshops, this effort provides limited delivery of content to prepare these clinical instructors. In an attempt to identify which method of content delivery would most benefit clinical instructors, this research creates a unique methods to further investigate this issue. This study compared the acquisition of knowledge between the traditional single session clinical instructor workshop to a modified four-session workshop on athletic training clinical education instructional strategies. Method: A pre-post assessment was utilized to measure the acquisition of clinical instruction skills for a control and experimental group of clinical instructors within a single accredited athletic training education program. Eleven clinical instructors participated in the experimental group while fifteen clinical instructors participated in the control group (N=26). A standardized instrument for assessment compared control and experimental group participants’ acquisition of information delivered through the clinical workshop models. Results:Statistical analysis of the results from the testing instrument identified a statistical difference (p=.003) between the control and experimental groups implying an acquisition of knowledge from the clinical instructor workshop interventions.Conclusions: This study supports the implementation of multiple session clinical workshops for athletic training clinical instructor workshop training as an alternative method to the traditional single session workshop delivery mode. Nurturing clinical instructors through instructional develops a positive learning environment to ensure their success.

scholarly journals Current Literature Summary

2012 ◽  
Vol 7 (1) ◽  
pp. 45-48
Author(s):  
Jennifer Doherty-Restrepo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Athletic Training ◽  
Professional Practice ◽  
Self Directed Learning ◽  
Entry Level ◽  
Life Long Learning ◽  
Practice Problem ◽  
Directed Learning ◽  
Athletic Training Faculty

Athletic training faculty and preceptors are expected to prepare students for autonomous professional practice. Problem-based learning (PBL) is a teaching approach that may facilitate development of entry-level clinicians. Research suggests that PBL encourages self-directed learning, develops critical-thinking, problem-solving, and teamwork skills as well as promotes life-long learning behaviors. We will provide brief synopses of current research on PBL and discuss possible applications to athletic training.

Supervised Autonomy

2009 ◽  
Vol 4 (1) ◽  
pp. 14-18 ◽  
Author(s):  
Patrick Sexton ◽  
Linda S. Levy ◽  
K. Sean Willeford ◽  
Mary G. Barnum ◽  
Greg Gardner ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Athletic Trainers ◽  
Primary Objective ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Direct Supervision ◽  
Athletic Training Educators ◽  
Secondary Objective ◽  
Definition Of

Objective: The primary objective of this paper is to present the evolution, purpose, and definition of direct supervision in the athletic training clinical education. The secondary objective is to briefly present the factors that may negatively affect the quality of direct supervision to allow remediation and provide higher quality clinical experiences for athletic training students. Background: Athletic training educators and clinical instructors often engage in discussions regarding the direct supervision of ATSs. These discussions tend to center around concerns about ATS preparation, and how the current level of preparedness differs from that of the past. Some believe that direct supervision, rather than unsupervised practice, retards the ATSs' development; however, there is no current literature to support this concept. Description: Supervision means to watch or direct, while mentoring means to tutor, instruct, or guide; therefore, mentoring may be more descriptive of the desired/intended interaction between an ATS and their clinical instructor (CI). The intent of supervision is for an ATS to refine and improve their clinical proficiencies under CI guidance. For this to occur, the CI must alter their interactions with the ATS as the student evolves. Clinical Advantages: Developing the CIs' understanding of the intent and continuum of expectations associated with direct supervision will allow them to maximize their students' education and position them to become highly skilled and confident Athletic Trainers.

scholarly journals Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors

2014 ◽  
Vol 49 (1) ◽  
pp. 49-57 ◽  
Author(s):  
Sara Nottingham ◽  
Jolene Henning
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
National Collegiate Athletic Association ◽  
Athletic Training Education ◽  
Comparative Approach ◽  
Outpatient Rehabilitation ◽  
Clinical Instructors ◽  
Entry Level ◽  
Extensive Field ◽  
Approved Clinical Instructors

Context Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). Objective To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Design Qualitative study. Setting One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants A total of 4 ACIs with various experience levels and 4 second-year ATSs. Data Collection and Analysis Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Conclusions Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form.

scholarly journals Advancement of Athletic Training Clinical Education Through Preceptor-Led Instructional Strategies

2019 ◽  
Vol 14 (3) ◽  
pp. 223-232
Author(s):  
Connor A. Burton ◽  
Zachary K. Winkelmann ◽  
Lindsey E. Eberman
Keyword(s):  
Clinical Practice ◽  
Instructional Strategies ◽  
Real Time ◽  
Athletic Training ◽  
Clinical Education ◽  
Clinical Decision Making ◽  
Clinical Experiences ◽  
Reflective Journaling ◽  
Clinical Site ◽  
Safe Environment

Context Athletic training programs blend didactic experiences with clinical practice opportunities with varied patient populations. Traditionally, clinical education relies heavily on the preceptor to supervise, instruct, and mentor the professional athletic training student (P-ATS) during clinical education. Objective To describe a preceptor-led educational technique focused on creating meaningful clinical experiences that guide the P-ATS to self-reflect and improve clinical decision-making. Background Preceptors are expected to create an effective learning environment at their clinical site that prepares the P-ATS for independent clinical practice, yet some authentic patient encounters and administrative tasks may not be possible because of the nature of the clinical site. By implementing novel clinical education techniques that mimic clinical practice, the P-ATS can engage in meaningful clinical experiences in a safe environment, which aids in professional readiness for independent clinical practice that address learner goals and deficiencies in areas with minimal opportunities for real-time encounters. Description The preceptor designed educational techniques to cultivate meaningful clinical experiences that included incognito standardized patient encounters, structured debriefing, and reflective journaling. Clinical Advantages A 3-fold benefit exists. First, the P-ATS engages in meaningful clinical experiences to enhance professional readiness for replication of independent clinical practice. Second, the P-ATS develops soft skills, such as metacognitive reflection and quality improvement strategies, after completing the debrief sessions and reflective journaling. Lastly, the preceptor shares contemporary expertise through designing and implementing instructional strategies that mentor the P-ATS through difficult conversations and unique patient presentations. Conclusions Implementation of novel instructional strategies within clinical education demonstrates the ability for the P-ATS to engage in real-time clinical experiences in a safe environment and under the guidance of the preceptor.

scholarly journals Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

2014 ◽  
Vol 49 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Sara Nottingham ◽  
Jolene Henning
Keyword(s):  
Student Perceptions ◽  
Athletic Training ◽  
Clinical Education ◽  
Athletic Training Education ◽  
Comparative Approach ◽  
Clinical Instructors ◽  
Entry Level ◽  
Approved Clinical Instructors ◽  
Field Notes ◽  
Current Characteristics

Context: Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. Objective: To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Design: Qualitative study. Setting: One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants: Four ACIs and 4 second-year ATSs. Data Collection and Analysis: Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results: Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. Conclusions: The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs.

scholarly journals Questioning and Feedback in Athletic Training Clinical Education

2009 ◽  
Vol 4 (1) ◽  
pp. 23-27 ◽  
Author(s):  
Mary G. Barnum ◽  
M. Susan Guyer ◽  
Linda S. Levy ◽  
K. Sean Willeford ◽  
Patrick Sexton ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Instructors ◽  
Clinical Experiences

The purpose of this article is to provide clinical instructors with information and ideas on how to utilize questioning and feedback during clinical experiences. Definitions, purpose, and examples of different questioning skills are provided. Corrective and directive feedback methods are defined with purposes and examples provided of each.

Mapping the Clinical Experience of a New York City Residency Program During the COVID-19 Pandemic

2021 ◽  
Vol 16 (6) ◽  
Author(s):  
David W Rhee ◽  
Jay Pendse ◽  
Hing Chan ◽  
David T Stern ◽  
Daniel J Sartori
Keyword(s):  
New York ◽  
Residency Program ◽  
Clinical Experiences ◽  
Self Directed Learning ◽  
Clinical Exposure ◽  
Diagnosis Codes ◽  
Icd 10 ◽  
Directed Learning ◽  
Competency Based

The COVID-19 pandemic has dramatically disrupted the educational experience of medical trainees. However, a detailed characterization of exactly how trainees’ clinical experiences have been affected is lacking. Here, we profile residents’ inpatient clinical experiences across the four training hospitals of NYU’s Internal Medicine Residency Program during the pandemic’s first wave. We mined ICD-10 principal diagnosis codes attributed to residents from February 1, 2020, to May 31, 2020. We translated these codes into discrete medical content areas using a newly developed “crosswalk tool.” Residents’ clinical exposure was enriched in infectious diseases (ID) and cardiovascular disease content at baseline. During the pandemic’s surge, ID became the dominant content area. Exposure to other content was dramatically reduced, with clinical diversity repopulating only toward the end of the study period. Such characterization can be leveraged to provide effective practice habits feedback, guide didactic and self-directed learning, and potentially predict competency-based outcomes for trainees in the COVID era.

Undergraduate Student Perception of Caring and Trust

2019 ◽  
pp. 23-43
Author(s):  
Pamela Lee Grant
Keyword(s):  
Adult Learning ◽  
Student Learning ◽  
Undergraduate Student ◽  
Student Perception ◽  
The Self ◽  
Self Directed Learning ◽  
Learning Framework ◽  
Directed Learning ◽  
The Relationship

The purpose of this chapter is to provide information about the use of caring and trust within the undergraduate classroom as it may apply to self-directed learning. Some evidence of the relationship between caring and trust is provided through a recent study by the author. Malcolm S. Knowles' Designs for Adult Learning demonstrates the use of both caring and trust within the self-directed learning framework. The method used by Knowles takes a caring approach to student learning that is based in trust between the educator and student.

scholarly journals Athletic Training Approved Clinical Instructors' Reports of Real-Time Opportunities for Evaluating Clinical Proficiencies

2009 ◽  
Vol 44 (6) ◽  
pp. 630-638 ◽  
Author(s):  
Kirk J. Armstrong ◽  
Thomas G. Weidner ◽  
Stacy E. Walker
Keyword(s):  
Real Time ◽  
Athletic Training ◽  
Clinical Experience ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Demographic Characteristics ◽  
Clinical Instructors ◽  
Content Areas ◽  
Entry Level ◽  
Approved Clinical Instructors

Abstract Context: Appropriate methods for evaluating clinical proficiencies are essential to ensuring entry-level competence in athletic training. Objective: To identify the methods Approved Clinical Instructors (ACIs) use to evaluate student performance of clinical proficiencies. Design: Cross-sectional design. Setting: Public and private institutions in National Athletic Trainers' Association (NATA) District 4. Patients or Other Participants: Approved Clinical Instructors from accredited athletic training education programs in the Great Lakes Athletic Trainers' Association, which is NATA District 4 (N  =  135). Data Collection and Analysis: Participants completed a previously validated survey instrument, Methods of Clinical Proficiency Evaluation in Athletic Training, that consisted of 15 items, including demographic characteristics of the respondents and Likert-scale items (1  =  strongly disagree to 5  =  strongly agree) regarding methods of clinical proficiency evaluation, barriers, educational content areas, and clinical experience settings. We used analyses of variance and 2-tailed, independent-samples t tests to assess differences among ACI demographic characteristics and the methods, barriers, educational content areas, settings, and opportunities for feedback regarding clinical proficiency evaluation. Qualitative analysis of respondents' comments was completed. Results: The ACIs (n  =  106 of 133 respondents, 79.7%) most often used simulations to evaluate clinical proficiencies. Only 59 (55.1%) of the 107 ACIs responding to a follow-up question reported that they feel students engage in a sufficient number of real-time evaluations to prepare them for entry-level practice. An independent-samples t test revealed that no particular clinical experience setting provided more opportunities than another for real-time evaluations (t119 range, −0.909 to 1.796, P ≥ .05). The occurrence of injuries not coinciding with the clinical proficiency evaluation timetable (4.00 ± 0.832) was a barrier to real-time evaluations. Respondents' comments indicated much interest in opportunities and barriers regarding real-time clinical proficiency evaluations. Conclusions: Most clinical proficiencies are evaluated via simulations. The ACIs should maximize real-time situations to evaluate students' clinical proficiencies whenever feasible. Athletic training education program administrators should develop alternative methods of clinical proficiency evaluations.

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