Relationship Between Allied Health Student's Behavioral Style and Ideal Clinical Instructor Behaviors

Abstract

Purpose: The focus of this research is to understand the relationship between students' primary DISC behavioral styles (dominant, influencing, steadiness, compliance) and their perception of ideal clinical instructor behaviors. A review of the literature supports the connection between the behaviors of the clinical instructor (CI) and the success of the allied health professional student (AHPS). Additionally, a body of research supports the connection between DISC behavioral styles and student success. The purpose of this study is to examine the relationship between AHPS primary DISC behavioral styles and their perception of the ideal CI behaviors. Methods: A total number of n=90 participants completed the Allied Health Professional Preceptor Assessment exploring ideal CI behaviors and the DISC assessment across the three disciplines of athletic training (14), exercises science (7), and physical therapy (69). Results: S (steadiness) scores had the highest frequency (53.3%), followed by I (influencing) (22.2%), then C (compliance) (13.3.7%), and lastly, D (dominant) (11.1%). Using regression modeling, the "D" model (p=0.01) and the "S" model (pConclusion:This study provides preliminary evidence for the DISC behavioral assessment as a tool to inform CIs in ways to engage AHPS effectively. The findings of this study provide applicable techniques for CIs mentoring students with "D," "S," and "C" primary behavioral styles. Further research is warranted to determine engagement strategies for "I" primary behavioral styles. By leveraging these findings, clinical education programs can provide CIs with simple behavioral techniques to best engage students based on the student's primary behavioral style.