Enhancing Clinical Competence Using a Collaborative Clinical Education Model

Abstract

The purpose of this study was to determine whether students in collaborative (two students to one Clinical Instructor [2:1]) learning placements differed on measures of clinical competence as compared with their peers in traditional (1:1) clinical placements. The population examined consisted of intermediate-level students in the physical therapy program at the University of Toronto. The outcome measure of clinical competence in this study was a weighted score acquired from the university's Evaluation of Clinical Competence (ECC) form. Seven subgroup clinical competence scores as well as the total clinical competence score were analyzed. The collaborative learning group demonstrated significantly higher scores on all aspects of the ECC instrument. This result suggests that achievement of clinical competence in patient evaluation, program planning, implementation of treatment, communication, management skills, professional behavior, and documentation were enhanced through collaborative learning.