MOD 9: TEACHING and LEARNING in the CLINICAL SETTING

They must have adequate formal preparation in the areas of teaching, supervision, interpersonal relations, communication, evaluation, and professional skills and competence.

Clinical Educators

It occurs in REAL PRACTICE SETTINGS, with REAL PATIENTS, and with REAL PHYSICAL THERAPISTS as clinical teachers.

The students must be ready to enter the clinic setting and interact with patients.

Students will learn by thinking and doing with a patient

CLINICAL LEARNING:

It occurs in REAL PRACTICE SETTINGS, with REAL PATIENTS, and with REAL PHYSICAL THERAPISTS as clinical teachers.

CLINICAL LEARNING:

The students must be ready to enter the clinic setting and interact with patients.

CLINICAL LEARNING:

Students will learn by thinking and doing with a patient

CLINICAL LEARNING:

Is a unique and complex learning environment.

This experience will involve patients for whom the clinical educator has ethical and legal responsibilities.

Successful clinical learning requires the student to make meaning of knowledge in a clinical sense and then enact that meaning when providing physical therapy services.

CLINICAL LEARNING:

Is a unique and complex learning environment.

CLINICAL LEARNING:

This experience will involve patients for whom the clinical educator has ethical and legal responsibilities.

CLINICAL LEARNING:

Successful clinical learning requires the student to make meaning of knowledge in a clinical sense and then enact that meaning when providing physical therapy services.

CLINICAL LEARNING:

Explicitly defining the DESIRED OUTCOME for each clinical experience

The primary goal of clinical education is to be able to bridge theory with practice

Preparation and Planning of Clinical Experiences

Explicitly defining the DESIRED OUTCOME for each clinical experience

Preparation and Planning of Clinical Experiences

The primary goal of clinical education is to be able to bridge theory with practice

Preparation and Planning of Clinical Experiences

What is the primary Learning activity of Classroom?

Acquisition of Knowledge

What is the primary Learning activity of Laboratory?

Acquisition of skill

Use of knowledge and skill for clinical decision-making and patient management in:

Evaluation

PT Diagnosis

Prognosis

Determination of appropriate Intervention

Clinic

What are under clinic?

Evaluation

PT Diagnosis

Prognosis

Determination of appropriate Intervention

The process by which the student is added to the group and becomes a member capable of meeting the traditional expectations of the profession

Students must learn what it means to provide service to REAL persons.

ACCULTURATION

TRUE OR FALSE: For the student to progress from other-assisted to self-assisted learning

● As students progress through their clinical learning experiences, each student assumes more responsibility for his or her learning.

TRUE

TRUE OR FALSE: For the student to progress from other-assisted to self-assisted learning

● As students progress through their clinical learning experiences, each student assumes less responsibility for his or her learning.

FALSE

What are the SOURCES OF GROUND RULES FRAMING THE CONTEXT OF THE CLINICAL EDUCATION EXPERIENCE?

External

Internal

Clinical Teacher / Educator

What are the Roles of a Clinical Educator on Facilitating Active Engagement in the Learning Process?

1. Student orientation to the Clinical setting and the Clinical Education Program

2. Diagnosis of student readiness

3. Ongoing re-evaluation of student performance

4. Selection of Clinical Problems

5. Supervision of Student Performance

● Introduction of pragmatic information

● A time to begin joint planning

● Student assessment may begin with a verbal exchange

1. Student orientation to the Clinical setting and the Clinical Education Program

● Differentiate student self-assessment versus demonstrated abilities

● Can be determined by QUESTIONING

○ Ask knowledge-type of questions. Never presume a student has prerequisite knowledge on a particular condition.

○ Ask comprehension-type of questions. An example is requiring the student to translate knowledge into layman’s terms.

○ Ask questions that challenge problem-solving and clinical decisionmaking abilities.

○ Ask evaluation-type of questions.

2. Diagnosis of student readiness

● Ongoing reevaluation is critical to ensure that the selection of clinical learning experiences matches the students’ readiness.

3. Ongoing re-evaluation of student performance

● Clinical learning experiences or problems need to be selected based on the potential they provide for useful learning.

● Guideline for Clinical Educators:

○ Students need to learn routines and standards before they develop creative alternatives.

○ Choose clinical problems to challenge the student to learn.

4. Selection of Clinical Problems

● Supervision includes monitoring a student’s performance, providing supportive guidance, and directing instruction.

● Common clinical teaching methods: ○ Demonstration-performance

○ Lectures

○ Seminars

○ Case analysis & case conferences

○ Role playing

○ Brainstorming sessions

○ Reflective discussions

5. Supervision of Student Performance

● Purpose of evaluation in clinical education:

○ Measure performance

○ Enhance attainment of goals

○ Minimize risk to patients

○ Used by the academic institution to determine the success or failure of the student’s clinical performance

● Includes formative and summative evaluations

Evaluation of Student Performance