An Integrative Curriculum Model Preparing Physical Therapists for Vision 2020 Practice

Sellheim, Debra; Weddle, Mary

doi:10.1097/00001416-200901000-00003

Cited by 24 publications

(13 citation statements)

References 33 publications

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“…While variability in DPT curricula is evident across the nation, ICEs have been utilized in a variety of models. 1,6,10,13,14,24,27 Despite the recognition of ICE in allowing students to link didactic knowledge with clinical application, 10 clinical sites are still burdened. To support our clinical partners, DPT programs must guarantee student readiness to enter CE experiences.…”

Section: Discussionmentioning

confidence: 99%

“…Additional ICE experiences for first-and second-year students have been held in clinical settings, with and without faculty as clinical instructors (CIs). 6,13 Integrated experiences have been overseen by core faculty in clinics off and on campus in a 7-8:1 model (faculty : students) 6,14 with focus on clinical skills practice concurrent with coursework. 14 Pedagogically, integrated experiences assist students in translating knowledge through abstract conceptualization.…”

Section: Linical Education (Ce) Is An Essential Component Of Entry-level Physical Therapist (Pt) Educationmentioning

confidence: 99%

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Impact of In-class Patient and Integrated Clinical Experiences on Physical Therapist Students’ Clinical Performance

Bayliss

2021

jcept

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Rationale: A variety of clinical education (CE) exist. Models emphasizing full-time clinical experiences (FTCE) have higher number of full-time hours (high-hours) with less prior didactic preparation and integration with the curriculum. Models including integrated clinical experiences (ICE), part-time ICE (PTICE), and in-class patient experiences (IcPE) integrate experiences with didactic content but include a lower number of full-time hours (low-hours). The purpose of this study is to determine if a re-designed CE curricular model that emphasized IcPEs and ICE with low-hours better prepares students than a version that emphasized FTCEs with high-hours as measured by scores on the Clinical Performance Instrument (CPI). Methods: A retrospective cohort study was conducted on a data set of 183 Doctor of Physical Therapy students who participated in an initial and final terminal CE experience. Data included student pre-admission data, demographics, and evaluation type, period, and rating for all 18 CPI criteria for the initial and final terminal CE experiences. Data were analyzed using SPSS Statistics. Results: A statistically significant difference was found between cohorts for the initial terminal CE experience midterm assessment. One CPI factor was significant on the initial terminal CE experience final assessment and the final terminal CE experience midterm assessment (p < .05). Within cohort analysis for all three CPI factors at all assessment periods were statistically significant. Conclusion: All students significantly improved from midterm to final assessment periods of the initial and final terminal CE experiences. Therefore, IcPE, allowing faculty to mentor and provide feedback to students should be considered an alternative to FTCE prior to students’ initial terminal CE experience. MeSH Terms: curriculum, education, students

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Section: Discussionmentioning

confidence: 99%

Section: Linical Education (Ce) Is An Essential Component Of Entry-level Physical Therapist (Pt) Educationmentioning

confidence: 99%

Impact of In-class Patient and Integrated Clinical Experiences on Physical Therapist Students’ Clinical Performance

Bayliss

2021

jcept

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“…One of the program faculty members attended a faculty development presentation on using reflection as part of course evaluation. Given recent significant changes to the program's curricular structure (Weddle and Sellheim, 2009), she recognized the utility in designing a similar process as a means to monitor the continuity and logical advancement of content from course to course throughout the new curriculum. The continuity and progression of content in this curriculum may be similar to the progression of content throughout other academic majors, such as mathematics or chemistry, in which content and concepts presented in lower level required courses must precede material presented in upper-level courses.…”

Section: Method/model Descriptionmentioning

confidence: 99%

Using a Collaborative Course Reflection Process to Enhance Faculty and Curriculum Development

Sellheim¹,

Weddle²

2015

College Teaching

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Reflective practice is a vital skill of effective teachers and a precondition for professional growth. Lack of time, poorly developed reflective skills, or academic cultures that are not supportive of reflection may curtail reflective practice. This article describes a peer-led course reflection process designed to increase the reflection and teaching skills of faculty as well as support course and curriculum development. Department faculty perspectives on the process were examined via a survey that included open-ended and forced-choice questions (N D 10; 91% return rate). The vast majority of respondents indicated this reflective process had improved administrative aspects of their teaching (90%); enriched and informed course development (100%); was time well spent (100%); and helped faculty see how their course fit into the overall framework of the curriculum (80%). The guided, cyclical, and structured nature of this reflection process appears to be effective. The collaborative, non-hierarchical process became part of the program's culture over time. A systematic course reflection process may be of interest to academic faculty who wish to enhance and document course and curricular development.

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“…2 Various models of ICE exist in the literature. [3][4][5][6][7][8][9][10][11][12][13][14][15] They vary by sequencing and placement within the curriculum, frequency, format, setting, and by who supervises the students. A commonality in ICE experiences is that they follow experiential learning practices by providing students with an early link to patients and the realities of clinical practice.…”

Section: T He American Council Of Academic Physicalmentioning

confidence: 99%

Impact of an integrated clinical experience on Doctor of Physical Therapy students: a qualitative study

Hamilton,

Moriello,

Bush

et al. 2023

jcept

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Purpose: Integrated Clinical Education (ICE) complements didactic material within educational programs, providing an in- person, hands-on experience in coordination with traditional instruction. Different models of ICE are described in the literature, which consists primarily of descriptions and program assessments of these experiences. The purpose of this study was to enhance the literature by applying rigorous methodology to gain a rich understanding of the student’s perspective of the process and impact of ICE on Doctor of Physical Therapy (DPT) students working with older adults, a population not yet rigorously studied. Methods: A convenience sample of 19 DPT students participated in this study. A descriptive phenomenological approach obtained the perspectives of DPT students engaged in this ICE. Researchers conducted six focus groups using a video chat format following the ICE. Results: Five themes emerged from the thematic analysis of focus group transcriptions: transformation, circular learning, role of relationships, rollercoaster of emotions, and perceived perks for older adults through the students’ perspective. Conclusion: Findings are consistent with the literature and support ICE as a complement to didactic learning, especially for those skills that are challenging to teach in the classroom. This study added to the literature by identifying relationship building and circular learning as essential components of ICE. Students also identified and resolved implicit biases previously held about older adults. Further research is warranted to deepen an understanding of these findings, with a mixed-method approach to gather quantitative data to link the ICE process with outcomes.

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An Integrative Curriculum Model Preparing Physical Therapists for Vision 2020 Practice

Cited by 24 publications

References 33 publications

Impact of In-class Patient and Integrated Clinical Experiences on Physical Therapist Students’ Clinical Performance

Impact of In-class Patient and Integrated Clinical Experiences on Physical Therapist Students’ Clinical Performance

Using a Collaborative Course Reflection Process to Enhance Faculty and Curriculum Development

Impact of an integrated clinical experience on Doctor of Physical Therapy students: a qualitative study

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