The Effective Approved Clinical Instructor

1. The Effective Approved Clinical Instructor September 19, 2006 Georgia College & State University

2. Defining Effective CI • Teaching psychomotor skills and professional behavior with the focus on the student rather than the athlete • Your actions, activities and verbalizations that facilitate student learning in the clinical setting will enhance instruction

3. ACI Roles and Responsibilities • Multi dimensional approach to instruction • Provide immediate and specific feedback • Brainstorming sessions for real or simulated cases • Deadlines and due dates for assignments • Hand-on activities

4. ACI Roles and Responsibilities • Should design activities to complement theoretical instruction • Emphasize new instruction • Reinforce old information • Build upon base of knowledge • Challenge thoughts, ideas and opinions

5. Level of Understanding • Unconsciously incompetent • Consciously incompetent • Consciously competent • Unconsciously competent • Where is your student?

6. Level of Understanding • Phases of Learning • Introduction • Practice • Perfecting • Provide a variety of activities to advance your student to allow them to move through the continuum

7. Qualities of an ACI • Organization and clarity • Enthusiasm and stimulation • Knowledgeable and competent • Want to be a Clinical supervisor • Modeling of professional characteristics

8. Feedback & Communications • Best technique to improve performance and improving communication between student and teacher • Should be clear, descriptive and constructive and timely (close to action for immediate feedback) • Provide explanation and demonstration of correct technique

9. Feedback & Communications • Use positive approach and confidence building behaviors to teach and reinforcement • Show the student professional acceptance, respect and autonomy to validate knowledge and skills

10. Self Assessment • Look at methods to improve your role as an ACI • Peer critique • Supervisor evaluation • Student evaluation • JAT • Self Assessment

11. Evaluation of Student Learning

12. Why Evaluate • Document student skills acquisition • Validate level of ability and improvement • Provide feedback on performance • Provide information about level of instruction for both the academic and clinical educational components

13. Juniors Modalities Lower Extremity Basic AT Kinesiology Physiology of Exercise Seniors Upper Extremity Gen. Meds. & Pharm. Biomechanics Nutrition Program Planning & Admin What do they Know?

14. Master Plan • Clinical education plan is designed to reinforce learning from previous semesters class • Clinical Proficiencies are based on courses taught • You will not be teaching any new skills to your students!

15. Your Role as ACI • Review and discuss Clinical Expectations • Set clinical schedule • Determine how to review and reinforcement clinical skills • Set schedule for completion of clinical proficiencies

16. Responsibilities cont. • Provide an appropriate environment: • Proper supervision • Proper expectations • Professional ethics • Teaching moments • LET THEM GET INVOLVED

17. How Can This Happen? • Utilize evaluation procedures • Standardized forms • Daily SOAP notes • Progress notes • Discharge summaries • Record keeping • Treatment protocols • Encourage innovation • Surprise them with questions

18. Issues that we face • Time to do it all!! • Instruction • Evaluation • Patient Care • Expectations • Of student and student of you • Communication • CIE to ACI • ACI to student • CIE to student

19. Issues that we face • Student behavior • Late or absent • Lack of professionalism • Dress for success • Meeting others in our field • Failure to follow program rules • Appropriate interactions with student athletes • Motivation of the student

20. Conclusions • Clinical education is an evolving process • We will learn and share experience with each other • Our goal is to develop the best AT student and professional

21. Challenges of Clinical Education What lies Ahead

22. NATA Athletic Training Educational Competencies Changes are a Coming

23. The Educational Competencies is a fluid document that MUST be adaptable to an ever-changing educational environment.4th Educational Competencies put into effect Spring 2006

24. Accreditation • New JRC-AT Standards (CAATE) effective Fall 2006 for programs undergoing new or continuing accreditation that year.

25. Available for Implementation • 4th Edition will be published and available for purchase by the summer of 2006. • 4th Edition becomes effective at a date determined by the JRC-AT • No earlier than 2006-07 academic year • Most likely 2007-08 academic year

26. Entry-Level Education Committee identified 4 aspects of current Competencies to be addressed

27. 1. Overall assessment of document to: • Eliminate redundancy of competencies across document • Remove any out-dated or inappropriate competencies • Incorporate new competencies that are critical in the education of the student

28. 1. Overall assessment of document to: • Eliminate terminology that “boxes us in” as a profession (e.g., patient v. athlete, references to US agencies v. international applicability) • Implement consistent use of defined behavioral objectives for clarity and specificity as related to athletic training

29. 2. Limit to document (and curricula) • There is a limit to what this document can represent and what entry-level education programs (undergraduate and graduate) can cover in a students’ education • WE CAN’T KEEP ADDING ITEMS WITHOUT REMOVING ITEMS • Larger discussion of what is “entry-level”

30. 3. Affective Competencies • Eliminate the Affective Competencies as they currently exist as domains within each content area • Distill these down into “core” values of an entry-level athletic trainer • General ethical behavior • Professionalism • Appreciation of role of athletic trainer and their scope of practice • NATA BOC Standards of Practice

31. 3. Affective Competencies • Incorporate into curriculum as either: • Additional information in the Professional Development and Responsibilities content area, and/or, • Underlying themes to be incorporated into all content areas • Classroom and Clinical Instructors need to be willing to share their feelings, beliefs and ethics with their students • Be a role model for developing affective competency in your students

32. 4. Clinical Proficiencies Not a reiteration of Psychomotor Competencies!

33. 4. Clinical Proficiencies • “Competent” may be defined as possessing the knowledge, skills, and attitudes to practice athletic training • Competence is usually measured by the performance of tasks (checklists, written tests, etc.)

34. 4. Clinical Proficiencies • “Proficient” infers that the individual is able to translate the knowledge, skills, and attitudes they possess into a set of complex behaviors that result in the delivery of high-quality medical care • Proficiency is the highest level of ability before beginning practice on “one’s own”

35. 4. Clinical Proficiencies • Should reflect the demonstration of “global” ability, not specific components of skills. • Specific components have already been taught, measured and evaluated as Psychomotor Competencies in classroom and laboratory settings. • Critically observe the student caring for patients in a variety of settings and under different clinical circumstances.

36. Components to assess • Selects evaluation methods relevant to the chief complaint, results of screening, and history of the patient. • Obtains accurate information by correctly performing the selected examination methods. • Adjusts the evaluation according to the patient’s response.

37. Components to assess (cont.) • Performs the evaluation minimizing the risk to the patient, self, and others involved in the care of this situation. • Performs the evaluation in a technically competent manner. • Correctly determines and classifies the degree/status of the injury/condition. • Determines the appropriate course of action for the injury/condition.

38. Components to assess (cont.) • Establishes lines of communication to elicit and convey information about the injury to the patient. • Identifies unique aspects of the patient and modifies their own behaviors and actions to acknowledge the patient’s individuality.

39. Education is an ever-changing environment • Profession rooted in rich history • Profession that has made tremendous leaps • Compare and contrast what you learned and what you now teach • Learning is how you deal with weakness • You apply this to your student’s education, why not also to your profession’s curriculum?