Download or read book Examination of Differences of Physical Therapy Student Clinical Performance by Novice Versus Experienced Clinical Instructors written by Patricia P. Rubertone and published by . This book was released on 2015 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Clinical Reasoning and Decision Making in Physical Therapy written by Gina Musolino and published by Taylor & Francis. This book was released on 2024-06-01 with total page 665 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clinical reasoning is an essential non-negotiable element for all health professionals. The ability of the health professional to demonstrate professional competence, compassion, and accountability depend on a foundation of sound clinical reasoning. The clinical reasoning process needs to bring together knowledge, experience, and understanding of people, the environment, and organizations along with a strong moral compass in making sound decisions and taking necessary actions. While clinical reasoning and the role of mentors has been a focus of the continued growth and development of residency programs in physical therapy, there is a critical need to have a broader, in-depth look at how educators across academic and clinical settings intentionally facilitate the development of clinical reasoning skills across one’s career. Clinical Reasoning and Decision Making in Physical Therapy: Facilitation, Assessment, and Implementation fills this need by providing a comprehensive and in-depth focus on development of the patient-client management skills of clinical reasoning and clinical decision-making. It takes into account teaching and learning strategies, assessment, and technological applications across the continuum from novice to residents/fellows-in-training, along with academic and clinical faculty for both entry-level and specialist practice. Drs. Gina Maria Musolino and Gail Jensen have designed this comprehensive resource with contributions from professional colleagues. The text centers on life-long learning by encouraging the development of clinical reasoning abilities from professional education through residency education. The aim and scope of the text is directed for physical therapy education, to enhance clinical reasoning and clinical decision-making for developing professionals and post-professionals in both clinical and academic realms, and for the development of clinical and academic faculty. Clinical Reasoning and Decision Making in Physical Therapy uniquely offers both evidence-based approaches and pragmatic consultation from award-winning authors with direct practice experiences developing and implementing clinical reasoning/clinical decision-making in practice applications for teaching students, residents, patients, and clinical/academic faculty in classrooms, clinics, and through simulation and telehealth. Clinical Reasoning and Decision Making in Physical Therapy is the first of its kind to address this foundational element for practice that is key for real-world practice and continuing competence as a health care professional. Physical therapy and physical therapist assistant students, faculty, and clinicians will find this to be an invaluable resource to enhance their clinical reasoning and decision making abilities.
Download or read book Clinical Education in Physical Therapy The Evolution from Student to Clinical Instructor and Beyond written by Debra F Stern and published by Jones & Bartlett Learning. This book was released on 2019-04-18 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written in adherence with the Commission on Accreditation in Physical Therapy Education’s (CAPTE) standards, Clinical Education in Physical Therapy explores the evolution from student to Clinical Instructor while serving as an essential educational resource for entry-level Physical Therapy students. This exciting new resource presents an overview on the rewards and challenges of becoming a Clinical Instructor, the legal issues involved for the academic institution and the clinical sites, clinical education models, student characteristics, establishing a clinical education program, and much more! Clinical Education in Physical Therapy includes a dedicated chapter on leadership and professionalism both of which have been stressed in recent years by both the APTA and CAPTE. Key Points at the beginning of each chapter establish the primary take-aways for readers, while case studies in select chapters reinforce practical application of the material.
Download or read book The Relationship of Work Experience to Clinical Performance written by Deborah George and published by LAP Lambert Academic Publishing. This book was released on 2009-11 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has documented the impact of experience on learning. However, there are no studies within the physical therapy (PT) literature that address the specific relationship between work experience and clinical performance. Hence, the purpose of my research was to explore this relationship. The study, involving 155 students who completed a MPT program between 2003 and 2006, examined differences in the clinical performance of two groups: nontraditional (NONTRAD)students who had worked as PT assistants before entering the MPT program, and traditional (TRAD) students who had not. Clinical instructors recorded midterm and final evaluations of 24 professional skills. For most of the skills, the two groups did not differ significantly in degrees of change from midterm to final scores. However, final evaluations showed that the NONTRAD students scored higher than the TRAD students. The qualitative data supported the quantitative findings. That is, clinical instructors consistently indicated that the NONTRAD students demonstrated better clinical performance than did the TRAD students.
Download or read book Teaching and Learning in Physical Therapy written by Margaret M. Plack and published by SLACK Incorporated. This book was released on 2011 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching students about professionalism just before an anatomy midterm or presenting a mandatory in-service to clinicians at the end of a busy summer Friday? --
Download or read book Clinical Instructors and Doctor of Physical Therapy Students Reports Regarding Effective Strategies for Teaching and Evaluating Professionalism During the Clinical Education Experience written by Bruce Nicholas Elliott (Ed.D. candidate at the University of Hartford) and published by . This book was released on 2017 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this comparative study was to investigate the reports of clinical instructors (CIs) and DPT students from two different physical therapy programs in New England regarding their opinions on the teaching and evaluative techniques of professionalism during a clinical education rotation. One program emphasized professionalism prior to the students beginning their clinical rotations, while the other program did not have this emphasis. Three items from the professional practice section of the Clinical Performance Instrument (CPI) (accountability, communication, and professional behavior), were utilized to create the conceptual framework around which the interview questions were constructed. This qualitative research design allowed the primary investigator to speak one-on-one with CIs and DPT students in a clinical environment. Ten CIs and ten DPT students participated in the study. There were five pairs of participants from program #1 (not emphasizing professionalism), and five pairs from program #2 (emphasizing professionalism). Overall, it was determined from the findings that role modeling is the preferred form of instruction for affective behaviors like accountability and professional behaviors. However, immediate constructive feedback is a better form of instruction for communication; and close proximity observation, in conjunction with reviewing the sample behaviors from the CPI, serve as the preferred evaluative technique for the accountability, communication, and professional behavior. Recommendations include the provision of increased feedback to students in regard to clinical communication, and for academic programs to improve upon the instruction of clinical accountability prior to the beginning of clinical rotations. Additionally, all information and recommendations need to be shared with an academic program’s clinical partners for the purpose of clear and consistent clinical education experiences for students.
Download or read book Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction written by Sean Patrick Gallivan and published by . This book was released on 2019 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Healthcare student education program curricula include learning experiences in the classroom and in the clinic. As program improvement efforts and accreditation bodies compel programs to assess classroom instructor effectiveness, they also call for the assessment of in-the-clinic instructor effectiveness. The most widely-distributed tool used by the physical therapy profession to assess clinical instructor effectiveness, the American Physical Therapy Association Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction (PTSE), has been used since 2003 without an assessment of its construct validity and with only one study of its reliability conducted on a narrow sample of students from one physical therapist education program. The physical therapy profession is without a valid and reliable instrument to assess clinical instructor effectiveness. The purpose of this research was to assess the construct validity and reliability of the PTSE. A non-probability convenience sample of 5,128 students from 29 physical therapist education programs from eight of nine geographic regions in the United States completed 6,916 PTSEs in 2017 using a particular third-party clinical education database management system.This sample yielded three subsets of data. The first subset, "Paired Midterm", n = 1788, consisted of PTSEs completed by students at the midpoint of a clinical education experience. The second subset, "Paired Final", n = 1788, consisted of PTSEs completed at the endpoint of these same clinical education experiences by these same students. The third subset, "Only Final", n = 3340 consisted of PTSEs completed by students who only completed a PTSE at the endpoint of the clinical education experience. To assess the construct validity of the PTSE, the researcher conducted exploratory factor analysis with principle axis factor extraction and promax oblique rotation on each of the three PTSE data subsets. For each PTSE subset, factor analysis identified one factor of 17 items, named Clinical Instructor Effectiveness. These factor analyses did not identify a factor solution that included all 21 items of Section Two, Question 22, of the PTSE. To assess the (internal consistency) reliability of the PTSE, the researcher conducted Cronbach's Alpha analyses on each data subset and on each factor identified in the factor analyses. Resultant Cronbach's alpha values met minimum levels of acceptable internal consistency while exceeding the 0.90 level that raises the concern of item redundancy. Factor analyses and Cronbach's alpha analyses of three subsets of PTSEs completed by students from a non-probability convenience sample of physical therapist education programs in the United States did not establish the American Physical Therapy Association's Physical Therapist Student Assessment of Clinical Experience and Clinical Instruction as a valid instrument while identifying its reliability as suggestive of a redundancy of items.
Download or read book Clinical Education written by American Physical Therapy Association and published by . This book was released on 1992 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Clinical and Professional Reasoning in Occupational Therapy written by Barbara A. Boyt Schell and published by Lippincott Williams & Wilkins. This book was released on 2008 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive textbook lets readers develop the strong theoretical and practical foundation needed for effective decision-making in occupational therapy. Emphasis on both clinical and professional reasoning gives readers the skills needed to make informed decisions as practitioners, managers, and educators. This textbook offers easy-to-follow explanations of current theories of clinical and professional reasoning, demonstrating their relevance to occupational therapy work. "Thinking about Thinking" quotes offer thought-provoking perspectives on reasoning. Case examples and learning activities demonstrate how reasoning is applied in various clinical and professional scenarios. Each chapter includes learning objectives and a key word list. Photographs, figures, and tables support reader understanding.
Download or read book Believing Thinking and Doing written by Sarah J. Gilliland and published by . This book was released on 2015 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation study examined how physical therapist (PT) students from two entry-level physical therapist educational programs characterized practice and engaged in clinical reasoning. The theoretical frame for this study identified four capacities, a well-organized knowledge base, the ability to effectively interact with patients, the ability to manage decision making in a context of uncertainty, and a patient-centered, biopsychosocial orientation to practice, required for effective clinical reasoning. This study addressed four primary research questions: How do PT students characterize physical therapy practice? During an encounter with a patient, what clinical decisions do PT students make, and what clinical reasoning strategies underlie their decisions? What is the relationship between PT students' characterizations of practice and their clinical decisions? Do PT students' clinical decisions and reasoning strategies vary across educational programs? This qualitative study drew on PT students' responses to interview questions concerning their conceptualizations of practice and PT students' performance on and explanations of a standardized patient case. Although all students were at the same stage of their education, some characterized physical therapy with a focus on patient education and emotional support consistent with expert practice, while others described a focus on technical and biomechanical issues more characteristic of novice practice. Students' abilities to organize their knowledge impacted their clinical decision-making. Further, students' actions during the clinical encounter ranged from typical novice practice focused on diagnosing the pathology to more advanced practice focused on assessing and addressing the patient's emotional and behavioral needs. The problems students framed and decisions they made during the patient encounter paralleled their characterizations of practice. Each of the four capacities played a crucial role in their clinical reasoning. The differences in the perspectives and clinical reasoning of the students from the two programs suggest that program level factors impacted their development of clinical reasoning. The findings from this study support a model of clinical reasoning that demonstrates the influence of students' perspectives on practice on their use of content specific reasoning and interactional skills for clinical reasoning. Further, this study has highlighted the importance of reflection both in- and on-action for students' clinical decision-making and professional development.
Download or read book Handbook of Teaching for Physical Therapists E Book written by Gail M. Jensen and published by Elsevier Health Sciences. This book was released on 2012-09-02 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Whether you are practicing in an in-patient or an out-patient facility, academic institution, or clinical residency program, this well-respected handbook gives you the background and guidance you need to effectively educate individuals across the continuum of physical therapy practice. Practical, real-life examples show you how to: incorporate health literacy and needs of the learner; assess and adapt to the various learning styles of patients; use simulations in education; facilitate the development of clinical reasoning skills; and assess learning outcomes and the effectiveness of your teaching. Plus, four all-new chapters and major revisions of all content throughout the book keep you on top of the latest research and best practices. Coverage of the theory and application of educational principles across the continuum of PT practice provides the information you need to improve your skills in the educational process both in academic and clinical settings. Two section format divides content into two parts: designing academic and clinical education programs and teaching students in academic and clinical settings; and teaching patients and families in clinical and community settings. Variety of teaching and teaching assessment methods expands your teaching, learning, and assessment repertoires. Case stories at the beginning of each chapter allow you to see the relevance of the information in the chapter. Threshold concepts highlight key ideas that are important to know. Annotated bibliography at end of each chapter provides resources for further study. NEW! Chapter on Authentic Assessment: Simulation-Based Education reflects the new ways to facilitate student learning through the use of human simulation models. NEW! Chapter on Strategies for Planning and Implementing Interprofessional Education covers the fundamental concepts of team-based care and interprofessional learning. NEW! Chapter on What Makes a Good Clinical Teacher? translates current research on clinical teaching into clinical education and practice. NEW! Chapter on Facilitating the Teaching and Learning of Clinical Reasoning helps you apply current research on clinical reasoning in rehabilitation to clinical education and teaching. NEW! Two combined chapters on Patient Education and Health Literacy (previously chapters 8 and 12) and Applied Behavioral Theory and Adherence: Models for Practice (previously chapters 9 and 10) provide focused presentations on current thinking and practical strategies for addressing health literacy issues in the clinical environment. NEW! Expanded chapter on Post-Professional Clinical Residency and Fellowship Education offers more information on models and trends in residency education and mentoring.
Download or read book Fundamentals of the Physical Therapy Examination written by Stacie J. Fruth and published by Jones & Bartlett Learning. This book was released on 2017-03-09 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fundamentals of the Physical Therapy Examination: Patient Interview and Tests & Measures, Second Edition provides physical therapy students and clinicians with the necessary tools to determine what questions to ask and what tests and measures to perform during a patient exam. This text utilizes a fundamental, step-by-step approach to the subjective and objective portions of the examination process for a broad spectrum of patients. This edition has been updated and revised to reflect the new APTA Guide 3.0, and the Second Edition also includes new and extensive coverage of goniometry and manual muscle testing techniques with more than 300 new photographs.
Download or read book Novice and Experienced Physical Therapy Clinicians written by Susan Flannery Wainwright and published by . This book was released on 2006 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching and Learning in Physical Therapy written by Margaret Plack and published by Taylor & Francis. This book was released on 2024-06-01 with total page 929 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching and Learning in Physical Therapy: From Classroom to Clinic, Second Edition is based on the teaching, research, and professional experiences of Drs. Margaret Plack and Maryanne Driscoll, who together have over 60 years of experience. More importantly it contains practical information that allows students, educators, and clinicians to develop optimal instructional strategies in a variety of settings. Clinical scenarios and reflective questions are interspersed throughout, providing opportunities for active learning, critical thinking, and immediate direct application. Grounded in current literature, the Second Edition is geared for physical therapists, physical therapist assistants, students, educators, and other health care professionals. By extending the principles of systematic effective instruction to facilitate critical thinking in the classroom and the clinic, and providing strategies to enhance communication and collaboration, the Second Edition has a strong theoretical basis in reflective practice, active learning strategies, and evidence-based instruction. Features: A user-friendly approach integrating theory and practical application throughout Classroom/clinical vignettes along with integrative problem solving activities and reflective questions to reinforce concepts Key points to remember and chapter summaries throughout Updated references and suggested readings at the end of each chapter Included with the text are online supplemental materials for faculty use in the classroom. In physical therapy, teaching and learning are lifelong processes. Whether you are a student, clinician, first time presenter, or experienced faculty member, you will find Teaching and Learning in Physical Therapy: From Classroom to Clinic, Second Edition useful for enhancing your skills both as a learner and as an educator in physical therapy.
Download or read book An Investigation of Physical Therapy Students Satisfaction During Senior Clinical Affiliations in Relation to Clinical Instructors Experience written by Mary Ann Racette and published by . This book was released on 1998 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Clinical instructors perceptions of DPT Student behaviors during clinical education experiences written by Andrew Fila and published by . This book was released on 2018 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: BACKGROUND AND PURPOSE: A minimum of 30 weeks of full time clinical education experiences are required in Doctor of Physical Therapy (DPT) programs. Clinical education is of high value in shaping a student to become a competent entry level physical therapist. Both clinical instructor (CI) and students play a valuable role determining the outcome of the clinical experience. Prior research has explored CI behaviors that contribute to clinical education experiences. However, recent studies of the DPT student behavior that contribute to clinical education experiences are limited. The purpose of this study was to identify clinical instructors’ perceptions of the DPT students’ behaviors that impact clinical education experiences. PARTICIPANTS: 22 CIs in West Michigan. Inclusion criteria: a licensed PT in the United States, having served as a CI for at least 2 students, having served as a CI for at least one DPT student in the past 3 years. METHODS: This study used a qualitative framework with focus groups and a one-on-one interview. Standard questions were asked to facilitate discussion among the participants, with prompts and follow-up questions for clarification. Each focus group interview was digitally-recorded and transcribed verbatim. RESULTS: Data were analyzed using the constant-comparative method. Seven themes were found: Commitment to learning, communication/interpersonal skills, professionalism/responsibility, critical thinking/problem solving, constructive feedback, effective use of time and resources, and stress management. Each of these themes had both positive and negative behaviors. DISCUSSION AND CONCLUSION: Data revealed that Cis perceive that a range of positive and negative DPT student behaviors impact a clinical education experience. Three predominate themes emerged: Commitment to learning, communication/interpersonal skills, and professionalism/responsibility. These themes are consistent with findings of previous studies of student behaviors. These findings may assist academic and clinical educators to prepared DPT students for clinical education experiences.
Download or read book The Influence of Clinical Education Experiences on Career Decisions Among Physical Therapy Students written by Megan Huntoon and published by . This book was released on 2006 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: BACKGROUND AND PURPOSE: Most students in health care professions enter college with a firm idea of their intended job setting. The career students end up choosing, is not always what they intended on entry. While there have been studies conducted to identify factors influencing career decision among medical and nursing students, there has been insufficient research examining influences of career decisions among physical therapy students. This study plans to identify the factors that influence physical therapy students to change their career choice. The purpose of this study is to better understand how clinical education affects the choice of first job setting among physical therapy students. SUBJECTS: The target population for this study was physical therapy students. The accessible population was 27 graduates from the 2006 Springfield College Master of Science in physical therapy program. Twenty four subjects responded to the survey (89%) and were used in this study. METHODS: A survey was developed containing forced-choice, 5-point likert scale, ranking, and 2 open- ended questions. Subjects were mailed the survey in the summer of2006 and asked to complete and return the survey in 4 weeks to the enclosed address. ANALYSES: Quantitative and qualitative analyses were conducted using descriptive statistics and coding respectively. Quantitative data were analyzed using SPSS version 14.0* to obtain descriptive statistics and frequencies. Open-ended questions were analyzed using content analysis and coding techniques to determine common themes among subjects. RESULTS: Geographic location and opportunity of employment were ranked as having the most influence in a students' first job choice. Positive clinical education experiences were also determined to have a moderate influence overall when choosing a first job. A positive clinical experience was most influenced by the clinical instructor and the clinical setting. The central category that emerged among all subjects was employment opportunities, which correlates with the results from the quantitative analysis. CONCLUSION: This study concludes that clinical education, while not among the top three factors in choosing first job choice, plays a moderate role in deciding on a first job. A positive clinical experience is more influential than a negative experience in choosing a first job. Based on this study, the mixed method analysis both determined geographic location and opportunity of employment to have the most influence on students' first job choice. However, caution may need to be used when generalizing the results of this study due to a small sample size.
