Assessing the impact of a short-term service-learning clinical experience on the development of professional behaviors of student physical therapists: A pilot study

Anderson, Jeannette R.; Taylor, Leslie; Gahimer, Julie

doi:10.14434/v14n4.12788

Cited by 7 publications

(8 citation statements)

References 20 publications

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“…These requirements are supported by Smedley's 21 revelation that role modeling helps students develop the necessary knowledge, clinical skills, and professional attitudes that are achieved through guidance, supervision, and personal development. 22 Moreover, this finding supports previous literature and emphasizes the importance of these behavioral teaching characteristics. 23,24 Likewise, the findings coincide with the belief that careful analysis further enhances learning, especially when the preceptor makes learning fun for the students.…”

Section: Important Characteristics Of Effective Clinical Preceptorsupporting

confidence: 88%

“…Our findings are consistent with numerous studies that point out the impact of effective role modeling and collaboration and their effectiveness as teaching characteristics of RT clinical preceptors. 19,22,25 It was notable that all participants ranked role modeling (ie, "demonstrates skills, attitudes, and values that are developed by the students in the clinical area") as the most important and effective clinical behavioral characteristics that RT preceptors should exhibit. The variable defined as years in practice was negatively associated with participants' total score.…”

Section: Important Characteristics Of Effective Clinical Preceptormentioning

confidence: 99%

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Respiratory Therapy Administrators' Perceptions of Effective Teaching Characteristics of Clinical Preceptors

2019

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BACKGROUND: Clinical preceptors in respiratory therapy (RT) are expected to possess effective teaching skills and qualities that signify their knowledge, expertise, and professionalism. Thus, it is important to determine which teaching characteristics are effective among RT clinical preceptors from the administrators' perspective as well as the predictors for the administrators' decisions. METHODS: A cross-sectional survey study of RT administrators was conducted in hospitals in a major southeastern metropolitan area in the United States. We used the modified version of the Effective Clinical Instructor Characteristics Inventory, which consists of 35 questions that cover 3 main domains: professional competence (15 questions), relationship with the students (8 questions), and personal attributes (12 questions); questions were answered according to a 5-point Likert scale (ranging from 1 to 5). Multiple linear regression analysis was used to identify predictors of clinical preceptors' selection, reflected in their final scores. RESULTS: A total of 34 RT administrators participated in this study, representing 18 health care institutions. The response rate was 54.8%. Participants showed the most interest in the professional competence of clinical preceptors, with a total mean score of 68.6 ؎ 4.4. This characteristic was followed by personal attributes and relationship with students, with mean scores of 53.8 ؎4.8 and 35.8 ؎ 3.4, respectively. The perception of managers from different managerial positions toward preceptors' professional competence showed a statistically significant difference (P ‫؍‬ .042). The variable defined as years in clinical practice as a respiratory therapist was negatively associated with participants' final scores. CONCLUSIONS: This study indicates that the professional competence of clinical preceptors is believed by RT administrators to be the most important behavioral characteristic. The results also indicate that role modeling and showing genuine interest in patients and their care are the most effective teaching characteristics of clinical preceptors.

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Section: Important Characteristics Of Effective Clinical Preceptorsupporting

confidence: 88%

Section: Important Characteristics Of Effective Clinical Preceptormentioning

confidence: 99%

Respiratory Therapy Administrators' Perceptions of Effective Teaching Characteristics of Clinical Preceptors

2019

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“…This author's previous work (Anderson, Gahimer, and Taylor ) in SoTL initially grew from two issues presented within her role as the academic coordinator (or director) of clinical education in a physical therapy program. This faculty member is responsible for organizing and overseeing the clinical education component of the curriculum.…”

Section: Example Of Previous Sotl Workmentioning

confidence: 99%

The Scholarship of Teaching and Learning in a Physical Therapy Program

Anderson

Tunney

2014

New Drctns for Teach & Learn

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The professional physical therapist education curriculum has two components: didactic and clinical. The didactic component includes classroom and laboratory experiences involving foundational (biological, physical, and behavioral) sciences, clinical sciences, and physical therapy sciences. The didactic component is designed to provide students with the knowledge, skills, attitudes, and behaviors that are needed for entry into the practice of physical therapy. By its nature, however, the didactic component cannot provide students with the opportunity to apply their knowledge, skills, attitudes, and behaviors in the "real world" of physical therapist practice. Thus, the curriculum includes a clinical education component that typically involves experiences in clinical sites away from, and outside the direct control of, the academic institution.In general, the clinical education courses account for at least one third of the curriculum (whether measured by credits, contact hours, or length in NEW DIRECTIONS FOR TEACHING AND LEARNING •

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“…Authors disagree on which professional behaviors are key to becoming a practicing professional (Aguilar, Stupans, Scutter, & King, 2013;Campbell & Corpus, 2015;Hordichuk, Robinson, & Sullivan, 2015;Mackey, 2014;Mason & Mathieson, 2018;Van Mook et al, 2009). Literature regarding the teaching of professional behaviors includes incorporation into the curriculum (Jette & Portney, 2003;Tsoumas & Pelletier, 2007), teaching ethical behaviors (Lew, Cara, & Richardson, 2007;Monrouxe, Rees, Endacott, & Ternan, 2014), use of service learning (Anderson, Taylor, & Gahimer, 2014), interprofessional education (McNair, 2005); and discouraging negative behaviors (Ainsworth & Szauter, 2006;Krusen, 2015). Occupational therapy (OT) educators recognize the need to assist students to progress along a continuum of behavior that leads them toward professionalism.…”

Section: Introductionmentioning

confidence: 99%

“…Occupational therapy (OT) educators recognize the need to assist students to progress along a continuum of behavior that leads them toward professionalism. Reflection is often seen as a tool assisting in that process (Adam, Peters, & Chipchase, 2013;Anderson et al, 2014;Brown, Williams, & Etherington, 2016;Smith & Trede, 2013;Sonn & Vermeulen, 2018).…”

Section: Introductionmentioning

confidence: 99%

Self-Reflection and Measurement of Professional Behavior Growth in Entry-Level Occupational Therapy Students

Howard

Barton

2019

JOTE

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Occupational therapy (OT) educators have recognized the need to facilitate student professional development along a continuum of behavior that leads them toward professionalism. Reflection has often been a tool assisting in that process. The teaching of professional behavior has been a curricular thread throughout entry-level OT programs. Few studies exist, however, that have measured use of a self-assessment tool for reflection and development of professional behaviors. The purpose of this study was to examine how self-perception of professional behaviors changed in two cohorts of an entry-level occupational therapy program. Investigators compared two cohorts of students at two points in time for both longitudinal and cross-sectional differences. Participants demonstrated significant increase from Time 1 to Time 2 in a greater number of professional behaviors in the area of Fieldwork vs. Academics. Students demonstrated unequal growth in categories, suggesting that academic environments may prompt growth in different professional behaviors than do fieldwork environments. In comparing the two cohorts, the second-year cohort demonstrated significantly higher scores in clinical reasoning (at Time 1), communication, and responsibility and reliability (at Time 2). Qualitative data suggested that students perceived reflection as a valuable tool for observing improvement and goal-setting in professional behaviors. Investigators summarized that selfreflection prompted awareness of changes in professional behaviors among entry-level OT students. Authors recommend utilizing both quantitative and qualitative means of self-reflection, with individualized review with academic advisors, in order to facilitate growth in professional behaviors.

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Assessing the impact of a short-term service-learning clinical experience on the development of professional behaviors of student physical therapists: A pilot study

Cited by 7 publications

References 20 publications

Respiratory Therapy Administrators' Perceptions of Effective Teaching Characteristics of Clinical Preceptors

Respiratory Therapy Administrators' Perceptions of Effective Teaching Characteristics of Clinical Preceptors

The Scholarship of Teaching and Learning in a Physical Therapy Program

Self-Reflection and Measurement of Professional Behavior Growth in Entry-Level Occupational Therapy Students

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