FOUNDATIONS OF TEACHING AND LEARNING

1. FOUNDATIONS OF TEACHING AND LEARNING Student As Learner and Teacher in Clinical Education

2. Student as a Learner How Do You Learn?

3. How do you learn? • Definition of Learning: the process of gaining information, changing behavior, acquisition of new skills, and affective skils. • Process of Learning • Trial & Error • Conditioning • Imitation: pt. and PT • Experimental: theroize • Primarily Cognitive (need Affective and Psychomotor)

4. How do you learn? • Pedagogy vs Androgogy • First time learning • Didactic with responsibility on learner • Emotional Intelligence • Domains of Learning • Cognitive • Psychomotor • Affective • Learning Styles

5. Adult Learner –Is this you? • Independent • Prefers Participation • Seeks Relevance • Utilizes Past Experience • Problem Oriented • Open to Learning (Readiness) • Tolerates Ambiguity (More than one answer)

6. Objectives of the Module • Review Definitions, Roles, Responsibilities of ADCE, CCCE, CI • CI / Student Relationship • Communication Methods • Feedback Tools • Factors for Becoming a CI • Appreciate the Role of the CI • Consider Future Role as a CI

7. Definitions, Roles, Responsibilities Relevance • You are a current consumer • Make the most of your clinical education experiences • Understand how your performance will be evaluated • You are a future provider of clinical education

8. Definitions, Roles, Responsibilities “The Stage” • The Environment • What is present at the facility • Physical setting • Personnel (administrative, professional staff, support staff)

9. Definitions, Roles, Responsibilities“The Players” • Academic Coordinator of Clinical Education (ACCE) • Associate (Academic) Director for Clinical Education (ADCE) • Center Coordinator of Clinical Education (CCCE) • Clinical Instructor (CI) • Student

10. Definitions, Roles, ResponsibilitiesACCE/ADCE • Definition: • Person employed by the university whose primary concern is relating the students’ clinical education to the curriculum • Roles: • Administrator, educator, facilitator, coordinator, problem solver, decision maker

11. Definitions, Roles, Responsibilities ACCE/ADCE Responsibilities • Communicates between academic institution and clinical education sites • Clinical education program planning, implementation and assessment • Develops new clinical education sites • Provides clinical faculty development • Schedules clinical education affiliations • Manages student assignments to clinic • Monitors student progress

12. Definitions, Roles, Responsibilities ACCE/ADCE Responsibilities • Assists students and clinical faculty with problems • Individualizes clinical education for students as necessary • Develops remediation plans as necessary • Decides when students have satisfactorily completed clinical education

13. Definitions, Roles, ResponsibilitiesCCCE • Definition: • Person at each clinic site who coordinates and arranges the clinical education for the students and also the one who communicates with the ADCE and faculty at the school • Role: • Administrator, educator, coordinator, facilitator, problem solver, decision maker

14. Definitions, Roles, Responsibilities CCCE Responsibilities • Oversee the clinical education program at the facility • Serve as liaison between university and facility • Prepare CI(s) for their role • Communicate information to CI(s) • Facilitate student /CI communication • Assist the CI in problem solving • Update the clinical education program yearly • Stay current with developments in clinical education

15. Definitions, Roles, ResponsibilitiesCI • Definition: • Person who is responsible for the direct instruction and supervision of the student in the clinical education setting. • Role: • Clinical teacher, clinician, facilitator, coordinator, evaluator • Work under their license

16. Definitions, Roles, ResponsibilitiesCI Responsibilities • Plan meaningful learning experiences to promote student achievement of objectives • Supervise and evaluate the student • Be available to meet with the student for daily discussions • Meet with the CCCE primarily during terminal affiliations

17. Definitions, Roles, Responsibilities CI • Be vigilant of patient and student safety at all times • Develop a learning contract with the student if applicable • Work with the clinical education team (ADCE, CCCE, and student) if challenges arise • Take full responsibility for all patient care related actions of the student

18. Definitions, Roles, ResponsibilitiesStudent • Definition: • Learner…the person whose behavior is expected to change • Role: • Physical Therapist – Novist Clinician • Colleague • Teacher • Evaluator

19. Definitions, Roles, ResponsibilitiesStudent Responsibilities • Meet all general, specific, and personal objectives for the clinical experience • Perform all duties expected of a physical therapist with the degree of competence expected for the level of the course • Adhere to all departmental policies and procedures • Evaluate self, experience, CI, facility, and academic preparation

20. The Clinical Education Sequence

21. Any Questions?

22. CI/STUDENT RELATIONSHIP • Observe • Assist • Team patient care • Supervised patient care • “Independent” patient care

23. CI/STUDENTCommunication • Orientation • Patient Planning • Feedback to students • Immediate – Daily – Weekly • Mid placement formative evaluation • Final placement summative evaluation • Feedback to CI(s) • Informal • Formal

24. CI/STUDENTCommunication • Constructive Criticism • Appropriate Non-verbals • Setting expectations • Admitting weaknesses • Self assessment • Conflict Resolution • Ownership/Solutions • Initiation

25. CI/STUDENTCommunication KEY TO SUCCESS: COMMUNICATION!!!!!

26. Effective Communication • Active listening • Clarifying intent of communication and thus conveying meaning • Assertiveness versus aggressiveness

27. Professional Boundaries (Purtillo)To main communication on a professional basis • Cliche conversation • Very general • Almost nothing personal • “TMI” • Personal ideas & judgment • May be offensive • Feelings & emotions • Professional maintain emotions to the best of their ability • Peak communication • Right place, right time

28. CI/STUDENTFeedback Tools to Assist Communication • APTA Code of Conduct • Generic Abilities • APTA Core Values • Clinical Performance Instrument (CPI) – Entry Level • 3. Demonstrated professional behavior during interactions with others • 6. Communicates in ways that are congruent with situational needs • 15. Educates others (pt, family, caregivers, staff, students, other HCW) using relevant and effective teaching methods

29. CI/STUDENTFeedback to the UniversityTo Assist Communication • Surveys • Exit interviews • Site visits • Individual student performance evals • Community Advisory Committee • Informal from colleagues

30. Interactions with CI/Student • Appropriate professional boundaries • See previous slide • Addressing CI, patients, staff • Title • Formality • Roles

31. Role as Student During Clinical Education Experiences • Clarifying expectations with clinical instructor • Goals and objectives • Culture of clinical setting • Expectations of clinical instructor • Dealing with differences between student and clinical instructor • Feedback • Constructive

32. What are the characteristics of a good CI?

33. CI CHARACTERISTICSStudents’ Perspective • Good clinician • Collegial • Good communicator • Informs student of expectations • Open to student’s ideas • Is organized • Gives frequent feedback (both + & -) • Good sense of humor • Good teacher • Lets student “try their wings”

34. CI CHARACTERISTICSClinicians’ Perspective • Enthusiastic • Good sense of humor • Challenges in supportive way • Gives feedback (both + & -) • Excellent clinical skills • Takes time with the student • Negotiates supervision with student • Orients student to facility and community • Considers students’ needs and expectations

35. Appreciate the Role of the CI • Welcomes you into their facility • Fear of not giving the student what they need • Fear of conflict • Longer hours, more work and NO PAY • Fear of the unknown • May not live up to students’ expectations

36. Why would anyone want to become a CI?

37. Appreciate the Role of the CIWhy take a student? • Enhances your learning • Gives new perspective on field of PT • Sharing information • Indirect Physical Therapy • Gratification to know you had an integral part of developing a future physical therapist • Networking

38. STUDENT AS A CLINICAL TEACHER How do you know you are ready? • Experience • Capacity • Interest • Credibility • Availability • Ability to assess the performance of others • Capable of occasional difficulty conversations APTA Website: CI Self Assessment

39. Case #1 • At midterm, student is told they use the cell phone too often, chew gum during patient care, don’t come prepared with homework (look up medical diagnoses of pt case’s for next day) • What T & L principles could have been use to facilitate the learning – and in the long term plan, the outcome?

40. Case #2 • The student has been identified as not being able to measure ROM of peripheral joints when the patient is in modified positions from standard position, cannot remember MMT positions and resistance, and does not recall special tests for orthopedic pt populations. • What T & L principles could have been use to facilitate the learning – and in the long term plan, the outcome?

41. Case #3 • The CI has reviewed definitions of physical assistance with the student numerous times. The student keeps mixing up the definitions during documentation. • What T & L principles could have been use to facilitate the learning – and in the long term plan, the outcome?

42. Case #4 • The student is in the acute care setting and keeps missing important orders that are precautions or contraindications for the physical therapy examination and/or intervention. • What T & L principles could have been use to facilitate the learning – and in the long term plan, the outcome?