Perspective for change: establishing the need for clinical instructor competencies in physical therapist education

Bilyeu, Catherine; Sharp, Amanda; Myers, Katherine

doi:10.52214/jcept.v3.6935

Cited by 5 publications

(4 citation statements)

References 28 publications

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“…Support for individual CIs could include reimbursement for course and testing fees, salary increases for credentialing and certification completion, time to complete coursework and to mentor students, and research resources. In addition, as Bilyeu et al 24 advocated, the PT profession should examine the establishment of a pathway to clinical teaching excellence and recognition in support of CIs. The APTA, clinical sites, and DPT programs are encouraged to consider the increased self-assessed teaching effectiveness of PTs with ABPTS certification, CCIP level 1 and 2 credentialing, and those who mentor students consistently and support PTs to earn these experiences.…”

Section: Discussionmentioning

confidence: 99%

“…6 Variability in these results are related to the multiple assessment tools used, lack of a validated tool for PTs, and selfassessments versus independent assessments by students or others. 15,24 Currently, there is no consistent standardized method used to assess PT CIs that incorporates assessment of CTE. 24 Recently, a self-assessment tool, the Clinical Teaching Effectiveness Questionnaire (CTEQ), was created to evaluate PT CI CTE and validated for use in the PT CI population, and it may be of benefit in the examination of CTE.…”

Section: Review Of Literaturementioning

confidence: 99%

“…15,24 Currently, there is no consistent standardized method used to assess PT CIs that incorporates assessment of CTE. 24 Recently, a self-assessment tool, the Clinical Teaching Effectiveness Questionnaire (CTEQ), was created to evaluate PT CI CTE and validated for use in the PT CI population, and it may be of benefit in the examination of CTE. 11 Multiple professional experiences may influence CTE, 6 and the research that has studied these connections was examined.…”

Section: Review Of Literaturementioning

confidence: 99%

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Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors

Carmel

Kupczynski

Groff

et al. 2023

JOPTE

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Introduction. Physical therapist (PT) students learn through clinical practice with the supervision of a clinical instructor (CI). Clinical instructors have teaching, education, and practice experiences that can positively affect their self-assessed clinical teaching effectiveness (CTE), which may improve learning outcomes for students. Review of Literature. Identifying CI experiences, such as specific teaching, education, or practice expertise, as they relate to effective clinical teaching may be beneficial in the selection of PT CIs and allow instructors to focus on professional experiences that will elevate their self-assessed teaching abilities. Subjects. e study included 851 PTs from a large geographical area. e participants had varying educational, clinical, and professional experiences and each had been a CI for at least 1 student clinical education experience. Methods. Specific PT CI professional experiences associated with CTE were determined through a correlation study using quantitative data collected online through a validated survey instrument, the Clinical Teaching Effectiveness Questionnaire. is study examined degree earned, PT residency and PT fellowship training, the American Board of Physical erapy Specialties (ABPTS), American Physical erapy Association (APTA) Credentialed Clinical Instructor Program (CCIP) level 1 and level 2, years of clinical experience, number of students taught, and number of years of clinical teaching. Results. Results indicated that a higher level of self-assessed CTE was associated with ABPTS certification, CCIP level 1 and level 2, and a higher number of students mentored by a CI. Physical therapist residency training, PT fellowship training, years of clinical experience, and number of years of clinical teaching were not related to self-assessed CTE. Discussion and Conclusion. Specific teaching, clinical, and practice experiences were related to CTE. To increase PT CI CTE, CIs are encouraged to consider ABPTS certification, CCIP level 1 and level 2, and mentoring students regularly. e PT profession, APTA, and Doctor of Physical erapy programs should support these endeavors.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

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Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors

Carmel

Kupczynski

Groff

et al. 2023

JOPTE

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“…Clinical education faculty have reported training needs related to writing objectives for CE experiences, 43,44 facilitating student decision making and reflective practice, 39 developing teaching and assessment skills, 39,45 providing effective student feedback, 41 mentoring students with diverse learning needs, 46 and promoting bidirectional communication through a formal network. 47 ey have also clarified additional ways to provide consistent, good-quality CE experiences, such as consolidating the many views of entry-level performance, communicating well-defined objectives for CE experiences, and providing structured curricula.…”

Section: Needs Of Clinical Education Facultymentioning

confidence: 99%

An Exploration of Support for Clinical Education Partners

George,

Gallivan,

Both

et al. 2024

JOPTE

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Introduction. Effective academic–clinical partnerships require a greater understanding of how academic programs can best support clinical education (CE) faculty. This study aimed to determine resources and support that clinical partners need. Review of Literature. As the number of physical therapist (PT) programs, cohort sizes, and CE weeks have risen, so has demand for CE sites. Conversely, staffing reductions, increased administrative duties, and rising productivity expectations have decreased the time available for clinical instruction. To promote a successful CE experience, there must be a renewed understanding of CE faculty needs. Subjects. Clinical education faculty affiliated with any of the 8 contributing programs from the Ohio–Kentucky Consortium participated in survey research (n = 24) and subsequent interview (n = 4) and focus group (n = 6) research. Methods. Constructivist grounded theory design was used to explore the needs of CE faculty. Academic and clinical partners developed the initial survey and used survey results to establish interview questions. The investigators iteratively assessed data saturation and clarity of results of coded survey, interview, and focus group data to determine whether the study's aims of identifying CE faculty needs had been met. Results. The aggregated results yielded 5 main themes of Director of Clinical Education support for CE faculty needs: student readiness for CE experience; effective academic–clinical partner communication; collaborative management of exceptional students; judicious standardization of CE processes; and provision of CE faculty development resources. Discussion and Conclusion. Clinical education faculty have noted challenges that affect their ability to mentor students. They want academic programs to be more collaborative and proactive with communication, resources, and support. Future research should address aids and barriers to proactive communication, resource provision, and academic–clinical partner collaboration.

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Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study

et al. 2022

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Objective Clinical instructors (CIs) play a key role in physical therapist professional education, but may serve with minimal preparation and without clearly defined expectations for their teaching performance. The objective of this study was to utilize a consensus-building process to establish core competencies of clinical teaching within physical therapist education. Methods A Modified Delphi approach was used to identify core competencies of clinical teaching. An expert panel consisted of CIs, Site Coordinators of Clinical Education (SCCEs), and Directors of Clinical Education (DCEs), representing multiple geographic regions in the United States. The panel assessed the relevance of 30 original competencies. Criteria for consensus included 75% of participants perceiving the competency as very or extremely relevant and a median score of 2 (very relevant) on a 5-point Likert scale. Consistent with a Modified Delphi approach, quantitative and qualitative data analysis were completed for each of the 3 rounds. Revised surveys were used in Rounds 2 and 3 based on the results from previous data analysis. Results Twenty-four competencies achieved final consensus. The competencies were categorized within 3 domains: Learner-Centered Educator (n = 8), Assessor/Evaluator (n = 7), and Professional Role Model (n = 9). Conclusions The 24 competencies and 3 domains provide the foundation for a competency framework for clinical teaching in physical therapy. This framework provides clarity for the expected knowledge, skills, and attitudes of clinical instructors in physical therapist professional education.

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Perspective for change: establishing the need for clinical instructor competencies in physical therapist education

Cited by 5 publications

References 28 publications

Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors

Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors

An Exploration of Support for Clinical Education Partners

Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study

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