Standards for Clinical Education: A Qualitative Study

Wetherbee, Ellen; Peatman, Nancy; Kenney, Diana; Cusson, Maria; Applebaum, Donna

doi:10.1097/00001416-201007000-00005

Cited by 27 publications

(19 citation statements)

References 12 publications

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“…Our results of no significant difference among 8-, 9-, and 16-week terminal full-time CEEs in DPT students' clinical learning and performance are consistent with CIs recommendation that terminal full-time CEEs should be 8-10 weeks. [14][15][16] By contrast, others [11][12][13] reported that longer CEEs are better for DPT students' clinical development into entrylevel physical therapists.…”

Section: Discussionmentioning

confidence: 99%

“…16 Furthermore, a qualitative study by Wetherbee et al reported that full-time CEEs should be longer than 8 weeks. 13 Student Clinical Performance Only one study 17 has investigated the improvement in physical therapist student performance during CEEs of varying lengths. Graham et al 17 compared CEEs that were full time for 5 weeks with CEEs that were full time for 1 week or part time 1 d/wk and reported a significant increase in student clinical performance with longer CEEs.…”

Section: Year-long Internship Modelmentioning

confidence: 99%

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Does the Length of Student Physical Therapists' Clinical Educational Experiences Matter?

Wolden¹,

Gusman²,

Drevyn³

et al. 2021

JOPTE

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Introduction/Review of Literature. Clinical educational experiences (CEEs) comprise approximately 30% of the total credit hours in the Doctor of Physical erapy (DPT) curriculum and are essential to the clinical learning and performance of DPT students to achieve entrylevel competence. ere are no established standards in DPT education for the length and timing of CEEs to optimize students' clinical learning and performance. e purpose of our investigation was to assess the development of DPT students' clinical learning and performance at 3 DPT programs during 6-, 8-, 9-, and 16-week CEEs. Methods. An analysis of variance was conducted to assess the changes in DPT students' clinical learning and performance based on the following: (1) the length of CEEs, (2) the effect of the length and timing of CEEs, and (3) the length of the final CEEs. Subjects. Midterm and final evaluation Physical erapist Clinical Performance Instrument data were analyzed from 707 DPT students' CEEs. Results. e average change in DPT students' clinical learning and performance during CEEs was as follows: 6 weeks = 3.13 (SD = 2.3), 8 weeks = 3.20 (SD = 2.6), 9weeks = 3.30 (SD = 2.5), and 16 weeks = 2.56. Significant difference in DPTstudents' clinical learning occurred during the 8week (P = .03; P = .04) and 9-week (P = .04; P = .01) CEEs compared with the early 6week CEEs and 16-week CEEs, respectively. Discussion and Conclusion. e greatest change in DPT students' clinical learning and performance occurred during 8-and 9-week CEEs and between the first and third full-time CEEs. Given the increasing costs of DPT education and student debt, the length of CEEs required to meet CAPTE standards and program goals should be further investigated.

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Section: Discussionmentioning

confidence: 99%

Section: Year-long Internship Modelmentioning

confidence: 99%

Does the Length of Student Physical Therapists' Clinical Educational Experiences Matter?

Wolden¹,

Gusman²,

Drevyn³

et al. 2021

JOPTE

View full text Add to dashboard Cite

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“…Challenges with classroom to clinic transitions also support the need for integrated experiences, 11 with high levels of anxiety, leading to poor communication and difficulty building rapport, 6 underdeveloped affective behaviors, and inexperience being reported challenges. 6,16 Students who participate in integrated experiences where academic faculty are CIs are more confident in familiar environments. 11,16 Therefore, ICE experiences and IcPEs should be considered in lieu of early traditional CE.…”

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

confidence: 99%

“…6,16 Students who participate in integrated experiences where academic faculty are CIs are more confident in familiar environments. 11,16 Therefore, ICE experiences and IcPEs should be considered in lieu of early traditional CE.…”

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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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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“…Bu nedenle eğiticinin öğrencilere karakterine uygun görevler vermesi uygun stratejiyi seçmesi gerekmektedir (28). Birçok çalışmada eğitimde nitelik, profesyonel davranış, tutum ve klinik öğretme becerisi, yardımseverlik, bakış açısı geliştirme gibi özelliklerin de önemli olduğunu gösterilmiştir (20,25,27,29,30,49,50 2-Genel olarak öğretim elemanlarından memnunum.…”

Section: Sonuçlarunclassified

Türki̇ye’de Fi̇zyoterapi̇ Eği̇ti̇mi̇ Memnuni̇yet Düzeyi̇

Erden¹,

Cavlak²,

Turhan³

2017

Türk Fizyoterapi Ve Rehabilitasyon Dergisi

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Bu araştırmadaki temel amaç Türkiye'de yürütülmekte olan fizyoterapi lisans eğitim programlarının son sınıf öğrencileri ile programı yürüten öğretim elemanları tarafından değerlendirilmesiydi. Diğer amaçlar öğrencilerin ve öğretim elemanlarının eğitim programıyla ilgili memnuniyet düzeylerini karşılaştırmak ve öğrencilerin öğretim elemanlarından memnuniyet düzeylerini belirlemekti. Yöntem: Bu çalışmaya fizyoterapist mezun etmekte olan beş üniversitedeki lisans programına kayıtlı 348 son sınıf öğrencisi (yaş ortalaması: 22,86±1,56 yıl) ve bu programlarda görevli 69 öğretim elemanı (yaş ortalaması: 37,38±2,86 yıl) dahil edildi. Katılımcıların programlarındaki eğitim hizmetleri ile ilgili görüşleri iki anketle sorgulandı. Anket-1 (18 madde) eğitim programının içeriği, fiziksel ortam gibi alanlarla ilgili geribildirimleri yansıtan ifadelerden oluşmaktaydı. Anket-2 (20 madde) ise, öğrencilerin öğretim elemanlarını değerlendirdikleri anketti. Sonuçlar: Anket-1'in sonuçlarına göre, öğrencilerin ve öğretim elemanlarının memnuniyet düzeyleri, eğitim programının içeriği, stajların etkinliği ve genel memnuniyet kategorilerinde en yüksekti. Fiziksel ortam, araç-gereç yeterliliği ve sınav kategorilerinde en düşüktü. Anket-2'nin sonuçlarına göre, öğrencilerin memnuniyet düzeyleri iletişim becerileri, sınav ve not verme kategorilerinde en düşüktü. Ders hazırlığı, mesleki bilgilendirme ve konu anlatım becerisi kategorilerinde en yüksekti. Tartışma: Sonuçlar, Türkiye'de fizyoterapi eğitiminin kalitesini artırmak için son sınıf öğrencilerinin ve öğretim elemanlarının geri bildirimlerinin dikkate alınması gerektiğini ortaya koymuştur.

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Standards for Clinical Education: A Qualitative Study

Cited by 27 publications

References 12 publications

Does the Length of Student Physical Therapists' Clinical Educational Experiences Matter?

Does the Length of Student Physical Therapists' Clinical Educational Experiences Matter?

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

Türki̇ye’de Fi̇zyoterapi̇ Eği̇ti̇mi̇ Memnuni̇yet Düzeyi̇

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