Director of Clinical Education Performance Assessment Surveys: A 360-Degree Assessment of the Unique Roles and Responsibilities of This Position in Physical Therapy Education

Buccieri, Kathleen M.; Rodriguez, Jennifer; Smith, Susan; Robinson, Robert; Gallivan, Sean P.; Frost, Jody S.

doi:10.1097/00001416-201207000-00003

Cited by 5 publications

(3 citation statements)

References 25 publications

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“…8,9,15,16 e root of this variability could be traced to the ill-defined position roles and responsibilities. 5,[7][8][9][10]15 Foundational work by McCallum et al 17 examined the understanding of the workload of the DCE and the impact of this role in clinical education. In this qualitative study, 22 interviews were conducted across 11 PTEPs.…”

Section: Review Of Literaturementioning

confidence: 99%

“…1,2 Studies have suggested that the time spent in clinical training is the most important and memorable aspect of student educational experiences. [3][4][5] Most health profession education programs have identified a key individual to direct the clinical training of its students. ese key individuals serve to bridge didactic and practical learning.…”

Section: Introductionmentioning

confidence: 99%

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Assessing the Accuracy of Director of Clinical Education Roles/Responsibilities Taxonomy and Matrix: A Delphi Study

Engelhard¹,

McCallum²,

Murray³

2021

JOPTE

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Introduction. There is not a taxonomy that has been fully vetted for traditional positions in physical therapy programs and it is not known what efficiencies could be afforded by employing a taxonomy and matrix for the Director of Clinical Education (DCE) position, specifically. This study provides a pathway to greater understanding of the DCE competing roles and responsibilities both as a traditional faculty member and those that pertain specifically to the DCE through determining the accuracy of the DCE Taxonomy and Matrix. The study addressed the following questions: (1) Within the Taxonomy, do each of the levels' responsibilities and sample tasks accurately match the levels’ definition, as duties performed by a DCE at that level? (2) Within the Matrix, do the characteristics serve as a common descriptor across all taxonomy levels? and (3) Within the Matrix, do each of the characteristics and ranges align with the Taxonomy levels? We hypothesized that the DCE Taxonomy and Matrix would require minor revisions to refine the tools to confirm accurate descriptions of the DCE roles and responsibilities. Directors of Clinical Education have an integral role with multiple responsibilities to fulfill as a bridge between the clinic and the academy as well as performing the traditional duties of a faculty member. Work completed by McCallum et al provided a foundational understanding of the DCE's work. Engelhard et al expanded on the foundational DCE study using Watts Taxonomy as a basis to develop the DCE Roles and Responsibilities Taxonomy and Matrix. Subjects. Through purposive sampling, 86 faculty, including DCEs, ADCEs (Associate Directors of Clinical Education), and Program Directors, participated in the study. Methods. This Delphi, mixed methods study used 2 web-based survey rounds to achieve consensus, defined agreement as ≥80% of respondents. Round 1 sought agreement for DCE roles, responsibilities, and sample tasks in the Taxonomy. Matrix agreement was sought for each of the 4 characteristics. Round 2 involved refinement of the Taxonomy to improve clarity. Results. The Matrix achieved consensus after Round 1. Consensus was achieved at the conclusion of the Round 2 for the Taxonomy, which resulted in a concise description of the categories of Processor, Coordinator, and Director level roles and responsibilities. Discussion and Conclusion. Findings suggest a clear and concise classification of work-related elements that can contribute to success in the DCE position and ultimately the physical therapy program. As the profession goes forward, understanding of the impact of where we spend time in our programs must occur as we balance student matriculation and success with organizational knowledge of key program positions. By establishing the accuracy of the DCE Taxonomy and Matrix, insights to workload implications are gained.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessing the Accuracy of Director of Clinical Education Roles/Responsibilities Taxonomy and Matrix: A Delphi Study

Engelhard¹,

McCallum²,

Murray³

2021

JOPTE

View full text Add to dashboard Cite

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“…Although the roles and responsibilities of DCEs and SCCEs are well-described in the literature, [6][7][8] Historically, a majority of DCEs and SCCEs report little to no training to navigate the multifaceted responsibilities required in these positions. 2,6,7,9,10 Frequent turnover has been attributed to a lack of recognition in and preparation for these roles, with most DCEs in their position less than 5 years.…”

Section: Review Of Literaturementioning

confidence: 99%

A Model of Practices of Exemplary Clinical Education Leaders

LaFay¹,

Silberman²,

Zeigler³

2021

JOPTE

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Introduction: Despite frequent turnover and stress in both Director of Clinical Education (DCE) and Site Coordinator of Clinical Education (SCCE) positions, there are those who demonstrate longevity and success in these roles. Review of the Literature: A recent regional investigation found that successful DCEs and SCCEs share characteristics common to exemplary leaders. e purpose of this qualitative study was to confirm if characteristics of DCEs and SCCEs who demonstrate longevity and success are consistent with the 5 Practices of Exemplary Leaders, an established leadership framework. Subjects: Directors and Site Coordinators of Clinical Education, recognized by peers as leaders with at least 10 years of experience in their position, were recruited through purposive sampling from regional clinical education consortia. Methods: A grounded theory approach was employed to explore qualities, skills and characteristics of DCEs and SCCEs with demonstrated success and longevity in their roles. Cognitive mapping and oneon-one interviews were conducted to explore participants' perspectives. An inductive approach informed coding and thematic development. e DCE and SCCE data were combined for final thematic analysis. Results: Twelve participants completed the study. e findings describe leaders with a firmly established professional identity as a physical therapist and an action-oriented mindset, skilled in creating meaningful relationships, and a capacity to thrive with support. ey demonstrate influence and impact the profession on multiple levels. Discussion/Conclusion: Results of this study validate that DCEs and SCCEs who demonstrate longevity and success in their roles have common leadership characteristics. A model is presented that describes who these leaders are, what they do, what allows them to reach their potential, and what they can achieve. is model can help identify individuals with the skills and traits to excel in these vital roles.

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Essential Characteristics of Quality Clinical Education Experiences: Standards to Facilitate Student Learning

Recker-Hughes

Wetherbee

Buccieri

et al. 2014

Journal of Physical Therapy Education

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Director of Clinical Education Performance Assessment Surveys: A 360-Degree Assessment of the Unique Roles and Responsibilities of This Position in Physical Therapy Education

Cited by 5 publications

References 25 publications

Assessing the Accuracy of Director of Clinical Education Roles/Responsibilities Taxonomy and Matrix: A Delphi Study

Assessing the Accuracy of Director of Clinical Education Roles/Responsibilities Taxonomy and Matrix: A Delphi Study

A Model of Practices of Exemplary Clinical Education Leaders

Essential Characteristics of Quality Clinical Education Experiences: Standards to Facilitate Student Learning

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