Chapter_005

Chapter 5: Introduction to Clinical Education

Objectives of Clinical Education

• Definitions and Purpose

  • Define terms related to clinical education for radiologic and imaging sciences professionals.

  • Explain the purpose and significance of clinical education in the context of radiologic sciences.

• Development of Skills

  • Describe steps students may take to develop clinical skills throughout their education.

• Types of Supervision

  • Identify various types of supervision needed to ensure safety within clinical settings.

• Assessment of Performance

  • Explain assessment methods used to measure student performance during clinical education.

• Adherence to Policies

  • Discuss the importance of following clinical education policies for supervision and patient safety.

Teamwork and Communication in Clinical Settings

• Communication Strategies

  • Explain strategies and steps healthcare workers use for effective communication to ensure continuity of care and patient safety.

• Team STEPPS and SBAR

  • Describe Team STEPPS and SBAR frameworks that promote teamwork and improve patient outcomes.

• Interprofessional Education (IPE)

  • Define IPE and its relevance in the education of healthcare professionals and fostering a collaborative work environment.

Learning in Radiologic Sciences

Education Framework

• Students integrate knowledge from didactic learning into clinical practice.

• Learning includes three domains:

  • Cognitive: Related to knowledge and information.

  • Affective: Related to values and emotions.

  • Psychomotor: Linking cognitive learning to motor skills.

Transitioning Learning Environments

• Shift from classroom learning to practical experience in clinical settings as education progresses.

Purpose of Clinical Education

• Provides a realistic environment for students to apply theoretical knowledge from classrooms/labs to patient care.

• Allows for direct patient contact and one-on-one supervision to enhance learning.

Continuum of Learning

• Gradual Shift: All education transitions from didactic sessions to hands-on clinical experiences.

  • Reference Figure 5.1 for detailed information.

Taxonomy of Learning Domains

• Cognitive: Focus on understanding concepts and knowledge.

• Affective: Emphasis on attitudes and emotions.

• Psychomotor: Integration of cognitive knowledge and motor skills.

Learning Process and Competencies

• Performance objectives guide learning,

• Competencies observed and measured.

• Learning outcomes pivotal in assessing both competency and overall program effectiveness.

• Clinical competencies viewed as steps towards achieving success.

Clinical Competencies

• Established by ARRT, competencies must be performed reliably and effectively.

• Clinical skills must be documented by program officials prior to ARRT credentialing examination.

• Supervision: Can be both direct and indirect, ensuring appropriate guidance during clinical practice.

Clinical Education Structure

• Learning Stages: Observational, assistance, performance stages.

  • Distinction between direct and indirect supervision is key in the learning process.

  • Reference Figure 5.5 for further details.

Clinical Education Policies

Major Policies

• Supervision guidelines.

• Drug and Alcohol use policies.

• Infection control measures.

• Social Media conduct.

• MRI safety protocols.

• Professional ethics.

• Radiation safety, especially regarding pregnancy.

• Attendance expectations and disciplinary procedures.

• Non-discrimination policies.

• HIPAA and patient confidentiality requirements.

Student Clinical Development

• Competency-based, designed in three phases.

• Facilitates the application of theory in real-world scenarios.

• Adheres to Standards for Accreditation in radiography education by JRCERT.

TeamSTEPPS for Patient Safety

• Evidence-based teamwork promotes optimal patient outcomes.

• Key principles:

  • Team structure

  • Communication effectiveness

  • Leadership roles

  • Situation monitoring capabilities

  • Mutual support in team settings.

SBAR Communication Strategy

• Effective communication during patient handoff includes:

  • Situation: Current status of patient.

  • Background: Patient history and context.

  • Assessment: Clinician's evaluation.

  • Recommendation: Suggested action or further steps.

• SBAR fosters clear communication among healthcare workers during patient transfers.

Interprofessional Education (IPE)

• Promotes comprehensive patient-centered care.

• Enhances understanding of diverse healthcare professions to improve patient outcomes.

Conclusion of Clinical Education

Importance of Clinical Education

• Critical in forming competent professionals in radiologic and imaging sciences.

• Utilize performance objectives to enrich learning experiences.

• Achievements in clinical settings quantified through competencies.

Development and Responsibilities

• Clinical education increases alongside development of foundational knowledge from classroom work.

• Emphasizes personal responsibility to maximize learning outcomes.

• Importance of teamwork, technical skills, and communication for future success.