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Occupational And Physical Therapy Students And Graduates Perceptions Of Clinical Teaching Behaviors
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Book Synopsis Occupational and Physical Therapy Students' and Graduates' Perceptions of Clinical Teaching Behaviors by : Alicia K. Vincent
Download or read book Occupational and Physical Therapy Students' and Graduates' Perceptions of Clinical Teaching Behaviors written by Alicia K. Vincent and published by . This book was released on 2004 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Behaviors of Clinical Instructors in Physical Therapy by : Marla Wolfe
Download or read book Teaching Behaviors of Clinical Instructors in Physical Therapy written by Marla Wolfe and published by . This book was released on 1991 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Clinical instructors' perceptions of DPT Student behaviors during clinical education experiences by : Andrew Fila
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.
Book Synopsis DPT students' perceptions of clinical instructor effectiveness by : Allison J. Engel
Download or read book DPT students' perceptions of clinical instructor effectiveness written by Allison J. Engel and published by . This book was released on 2015 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: INTRODUCTION: Physical Therapist (PT) education has evolved from a Rehabilitation Aide in the early 1900’s to the current Doctor of Physical Therapy (DPT) degree. In 1984 Emery published a foundational study which identified Bachelor’s degree PT students’ opinions regarding the importance of frequency of occurrence of clinical instructor (CI) behaviors. No studies of DPT students’ perceptions of clinical instructor behaviors were found in the literature. The purpose of this study was to identify the perceptions of DPT students in Michigan regarding the importance of frequency of CI behaviors and to compare these findings to those of Emery. METHODS: This pilot study was a cross sectional survey modeled from Emery’s 1984 study. An updated version of Emery’s survey items taken from the Clinical Instructor Education and Credentialing Program (CIECP) manual was used with permission. This web-based survey consisted of 43 CI behaviors in the categories of communication, interpersonal relations, professional skills, and teaching, which were ranked for importance and frequency using a 4 point scale, with lower scores indicating greater importance and frequency. Means were calculated for importance and frequency of each behavior, and the means were ranked. To rank the 4 behaviors categories, weighted averages were determined for this study and Emery’s. To determine the relationship between frequency and importance of each behavior, correlational analysis using both Pearson and Spearman was conducted for each of the 43 behaviors (p
Book Synopsis Perceived Professional Behavior Level of Recent Physical Therapy Graduates by : Arthur Daniel Fredericks
Download or read book Perceived Professional Behavior Level of Recent Physical Therapy Graduates written by Arthur Daniel Fredericks and published by . This book was released on 2007 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: PURPOSE: The purpose of this study was to examine Springfield College physical therapy graduates' perceptions of their professional behaviors following graduation and in the early years of professional employment. SUBJECTS: Graduates from the master's of physical therapy program at Springfield College between class years 2004 and 2006 (n=33, 41.8% response rate) returned completed surveys that met inclusion criteria. Subjects were required to have a current physical therapy license, currently be employed, and graduated within the specified years. Twenty-five of the 33 respondents participated in the expository writing section and these responses were used for qualitative analysis. METHODS: A pilot study was conducted to aid in survey refinement. A researcher- designed survey, cover letter, stamped return envelope, and an incentive were mailed (n=79) to the 2004-2006 physical therapy graduates. The survey contained two sections: visual analog scale (VAS) measurements for each professional behavior and checklists of characteristics for each professional behavior. A narrative writing section was provided below each checklist for narrative explanations for the answers provided. A second mailing was sent to non-respondents to improve the response rate. DATA ANALYSIS: Quantitative data was analyzed using SPSS version 14.0 for Windows: Qualitative data was analyzed through primary and secondary coding to identify common themes for each professional behavior. RESULTS: Respondents (n=33) represented the graduating PT classes of 2004 (n= 13), PT class of2005 (n=ll), and PT class of 2006 (n=9). One difference was confirmed within the professional behavior, stress management, between class years 2004 and 2005 on the visual analog scales. No differences existed between class years 2004 and 2006, or between 2005 and 2006. No differences were found among the remaining nine professional behaviors. No correlation was able to be determined between V AS responses and checklist characteristics. Qualitative data analysis resulted in identification of common themes among class years DISCUSSION AND CONCLUSION: No correlation may have been due to the researcher-designed survey. The difference in perception of stress management may indicate that this behavior was not addressed well in the entry-level educational curriculum. The results can not be generalized to the whole population due to inconsistency of answers, lack of correlation between VAS responses and checklist characteristics, and lack of differences among professional behaviors. Therefore, the authors determined that this study should be considered a pilot study. Professional behavior characteristics should have been more clearly defined to enhance interpretation and results. The format and instrumentation of the researcher-designed survey tool needs validation to yield appropriate survey responses in future studies. CLINICAL RELEVANCE: Stress management should be more openly addressed in both entry level professional behavior education and during the early professional employment process in order to learn better ways to cope with stress. RESULTS: Respondents (n=33) represented the graduating PT classes of2004 (n= 13), PT class of2005 (n=ll), and PT class of2006 (n=9). One difference was confirmed within the professional behavior, stress management, between class years 2004 and 2005 on the visual analog scales. No differences existed between class years 2004 and 2006, or between 2005 and 2006. No differences were found among the remaining nine professional behaviors. No correlation was able to be determined between VAS responses and checklist characteristics. Qualitative data analysis resulted in identification of common themes among class years DISCUSSION AND CONCLUSION: No correlation may have been due to the researcher-designed survey. The difference in perception of stress management may indicate that this behavior was not addressed well in the entry-level educational curriculum. The results can not be generalized to the whole population due to inconsistency of answers, lack of correlation between VAS responses and checklist characteristics, and lack of differences among professional behaviors. Therefore, the authors determined that this study should be considered a pilot study. Professional behavior characteristics should have been more clearly defined to enhance interpretation and results. The format and instrumentation of the researcher-designed survey tool needs validation to yield appropriate survey responses in future studies. CLINICAL RELEVANCE: Stress management should be more openly addressed in both entry level professional behavior education and during the early professional employment process in order to learn better ways to cope with stress.
Book Synopsis Handbook of Teaching for Physical Therapists by : Gail M. Jensen
Download or read book Handbook of Teaching for Physical Therapists written by Gail M. Jensen and published by Elsevier Health Sciences. This book was released on 2012-06-18 with total page 305 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.
Author :Bruce Nicholas Elliott (Ed.D. candidate at the University of Hartford) Publisher : ISBN 13 :9780355909043 Total Pages :428 pages Book Rating :4.9/5 (9 download)
Book Synopsis Clinical Instructors' and Doctor of Physical Therapy Students' Reports Regarding Effective Strategies for Teaching and Evaluating Professionalism During the Clinical Education Experience by : Bruce Nicholas Elliott (Ed.D. candidate at the University of Hartford)
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.
Book Synopsis Faculty and Student Perceptions of Effective Clinical Teaching Behaviors by : Leslie McNeer Johnston
Download or read book Faculty and Student Perceptions of Effective Clinical Teaching Behaviors written by Leslie McNeer Johnston and published by . This book was released on 1989 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Senior Nursing Students' Perception of Clinical Teacher Behavior by : Karen Michelle Baker
Download or read book Senior Nursing Students' Perception of Clinical Teacher Behavior written by Karen Michelle Baker and published by . This book was released on 2012 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clinical experience is the most important component of nursing education. As part of the clinical education environment, the teaching behaviors of nursing faculty have considerable potential to influence the learning of students. To produce effective learning by students, nurse educators have a responsibility to instruct students so that learning is optimal. The purpose of this study was to explore the perception of students of clinical teaching behaviors of nursing faculty. The study uncovers new knowledge about clinical teaching behaviors based on the student perceptions during their own clinical experiences. A non-experimental survey with a descriptive exploratory design was used. A single convenience sample was drawn from senior level nursing students attending an on-campus associate degree nursing program in southern North Carolina. All students had completed clinical courses involving patient care. The instrument utilized was the Nursing Clinical Teacher Effectiveness Inventory. The survey consists of forty seven teaching behaviors for which students rated frequency of use for the clinical instructor on a seven point Likert scale.
Book Synopsis The Journal of Nursing Education by :
Download or read book The Journal of Nursing Education written by and published by . This book was released on 1994 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Effective Clinical Teaching Behaviors by : Charlene E. Johnson
Download or read book Perceptions of Effective Clinical Teaching Behaviors written by Charlene E. Johnson and published by . This book was released on 1994 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Clinical Education in Physical Therapy: The Evolution from Student to Clinical Instructor and Beyond by : Debra F Stern
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.
Book Synopsis Professionalism Across Occupational Therapy Practice by : Elizabeth DeIuliis
Download or read book Professionalism Across Occupational Therapy Practice written by Elizabeth DeIuliis and published by Taylor & Francis. This book was released on 2024-06-01 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: When most people think of professionalism, ethics, or moralism, they often think of a set of rules for distinguishing between right and wrong, such as the proverbial Golden Rule. However, the true definition of professionalism is not an easy one, and it is not necessarily black and white. In fact, it could be argued that it is often easier to describe what is not professional versus what is professional. It could also be disputed that although professionalism can be recognized when you see it, you may not necessarily be able to put your finger on what “it” is exactly. Professionalism Across Occupational Therapy Practice by Dr. Elizabeth D. DeIuliis provides an overview of the wide-ranging knowledge, skills, and attitudes that encompass professionalism across the occupational therapy profession. While there is no formal endorsed definition of professionalism in occupational therapy practice, suggestions are provided to serve as a blueprint for use. “Professionalism in occupational therapy practice is a dynamic sophistication, exemplified by a combination of an individual’s personal skill set, knowledge, behaviors, and attitudes, and the adoption of the moral and ethical values of the profession and society.” Dr. DeIuliis illustrates the concept of professionalism as a unique combination of intrinsic and extrinsic qualities surrounding key constructs of ethics, responsibility, competency and behavior. Professionalism Across Occupational Therapy Practice discusses these various expectations in the academic setting, the clinic, workplace, and in general society. Professionalism Across Occupational Therapy Practice utilizes a developmental approach to teaching and learning, paralleling the Revised Bloom’s Taxonomy (2001). This classification system provides a graded, holistic methodology to human teaching and learning. The concept of professionalism will be exemplified by using both a knowledge-based approach to subject matter requiring higher-level learning such as metacognition, which is a crucial component of professionalism. The chapter objectives and learning activities will challenge the reader to recall, comprehend, apply analysis, synthesize, evaluate, and create knowledge directly to their context. Instructors in educational settings can visit www.efacultylounge.com for additional materials such as informative appendices and resources include sample statements for syllabi & policy manuals, resume and CV templates, interview guidelines, professional development plans and more to be used for teaching in the classroom. Occupational Therapy practitioners at all levels, including fieldwork educators, leaders, managers and researchers will also benefit Professionalism Across Occupational Therapy Practice as it provides a synopsis of professional expectations beyond the classroom and fieldwork setting. Due to recent changes in healthcare, educational standards, and societal influence, the expectation of professionalism has been under greater scrutiny across health and social care professions. Professionalism Across Occupational Therapy Practice is the ideal text to provide a blueprint for occupational therapy students, faculty, and practitioners to fulfill our profession’s potential and achieve the American Occupational Therapy Association’s Vision 2025.
Book Synopsis Comparison of Clinical Instructors' and Entry Level Master Physical Therapy Students' Perceptions of Their Own and Each Other's Roles by : Patricia M. Kirchgatter
Download or read book Comparison of Clinical Instructors' and Entry Level Master Physical Therapy Students' Perceptions of Their Own and Each Other's Roles written by Patricia M. Kirchgatter and published by . This book was released on 1982 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Research in Physical Therapy by : Christopher E. Bork
Download or read book Research in Physical Therapy written by Christopher E. Bork and published by Lippincott Williams & Wilkins. This book was released on 1993 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Professional Behavior in Physical Therapy Students by : Linda J. Tsoumas
Download or read book Professional Behavior in Physical Therapy Students written by Linda J. Tsoumas and published by . This book was released on 2002 with total page 616 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Clinical Education and Supervisory Process in Speech-Language Pathology and Audiology by : Elizabeth McCrea
Download or read book The Clinical Education and Supervisory Process in Speech-Language Pathology and Audiology written by Elizabeth McCrea and published by Taylor & Francis. This book was released on 2024-06-01 with total page 465 pages. Available in PDF, EPUB and Kindle. Book excerpt: As with the actual practices of speech-language pathologists and audiologists, clinical education and supervision practices work best when they are grounded not only in concept and theory but also in research. Designed to act as a complete guide to both the theory and the research, The Clinical Education and Supervisory Process in Speech-Language Pathology and Audiology provides the most up-to-date information on these crucial topics. Following in the footsteps of their mentor, Jean Anderson, Drs. Elizabeth McCrea and Judith Brasseur have taken on the task of assembling important current research and best practices in clinical education and supervision into one comprehensive resource. With their prestigious team of contributing authors, this text represents the culmination of decades of study and real-world best practices. The Clinical Education and Supervisory Process in Speech-Language Pathology and Audiology covers clinical education and supervision across five unique constituent groups: clinical educators of graduate students, preceptors of audiology externs, mentors of clinical fellows, supervisors of support personnel, and supervisors of professionals transitioning between work settings. It also includes the latest information on certification and accreditation requirements for preparation in supervision. Topics include Foundations: Anderson’s Continuum of Supervision Components of the Process Expectations for Supervision Practical Research in Supervision Literature from other Disciplines Obtaining Feedback About the Supervisory Process The Ethics of Clinical Education and Supervision Supervisor Self-Study and Accountability Interprofessional Education and Practice in Clinical Education and Supervision Chapter appendices add numerous ancillary materials, allowing readers to easily adopt the most successful processes and strategies the research has revealed. Sample scripts of supervisory conferences, self-assessment tools, action plan tools, and analysis systems can all be found inside. The Clinical Education and Supervisory Process in Speech-Language Pathology and Audiology is intended as a primary resource for anyone in those professions in any setting who is engaged in the process of clinical education and supervision. With this text as their guide, clinical educators and supervisors will be able to ground their practices in the vast compiled research and study contained within.
