Examining Clinical Readiness and Performance of Students on Clinical Education Experiences: Is There an Influence From Virtual Learning?

Neely, Laurie C.; Pabian, Patrick; Darby, Ashleigh-Jo; Tintor, Milica; Vatansever, Seher; Stock, Matt

doi:10.1097/jte.0000000000000243

JOPTE

2022

DOI: 10.1097/jte.0000000000000243

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Examining Clinical Readiness and Performance of Students on Clinical Education Experiences: Is There an Influence From Virtual Learning?

Laurie C. Neely¹,

Patrick Pabian²,

Ashleigh-Jo Darby³

et al.

Abstract: Supplemental Digital Content is Available in the Text.

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2024

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Workload of the Director of Clinical Education in Doctor of Physical Therapy Programs

Lewis,

Folkins

2024

JOPTE

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Introduction. Directors of clinical education (DCEs) have complex roles in Doctor of Physical Therapy (DPT) programs. Workload imbalances affect the DCEs' ability to perform tasks efficiently and effectively. In this study, our purpose was to examine the DCEs' formal and actual workload, and factors that influence workload. Review of Literature. Variations in DCE workload exist among DPT programs. The DCEs' day-to-day workload often differs from their formal workload. Programmatic and individual factors may influence workload. We did not find any large-scale studies that compared the DCEs' actual and formal workloads. Subjects. We examined data from 143 DCEs for DPT programs in the United States. Methods. Subjects were recruited using email and Listserv to take a novel online survey. In this quantitative, nonexperimental study, we examined data through descriptive statistics, Wilcoxon signed-rank tests, and multiple regressions. Results. Respondents worked significantly more hours than they were expected to work. A significant difference existed between the percentage of time formally designated and the time actually spent performing administrative, scholarship, and teaching tasks. Respondents reported lacking time in all workload categories. Collective programmatic and DCE characteristics statistically significantly affected the DCEs' scholarship and service workloads. The number of clinical education experiences independently significantly affected the DCEs' administrative and service workloads. The amount of training a DCE received independently significantly affected the DCEs' administrative, scholarship, and service workloads. Discussion and Conclusion. A consistent method of calculating DCE workload should be developed that considers DCE and program characteristics. More time is needed for DCEs to perform their roles effectively. If workload imbalances, program variations, and time constraints are not addressed, DCEs may become dissatisfied with their jobs and leave the position.

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Workload of the Director of Clinical Education in Doctor of Physical Therapy Programs

Lewis,

Folkins

2024

JOPTE

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Examining Clinical Readiness and Performance of Students on Clinical Education Experiences: Is There an Influence From Virtual Learning?

Abstract: Supplemental Digital Content is Available in the Text.

Cited by 1 publication

References 14 publications

Workload of the Director of Clinical Education in Doctor of Physical Therapy Programs

Workload of the Director of Clinical Education in Doctor of Physical Therapy Programs

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