Clinical Education Experiences Research Articles

Clinical Site Visits: Exploring the Perspectives of the Director of Clinical Education

Introduction. Best practice in clinical education (CE) includes the formation of strong relationships through collaborative communication among all stakeholders. Directors of Clinical Education (DCEs) may establish this through a site visit (SV) during student CE experiences (CEEs) but several barriers to conducting SVs have been identified, including scheduling of visits, time, and cost. There is sparse literature describing the DCEs most preferred method of communication when conducting SVs. This study explored whether DCEs perceive SVs as important, their preferred method of communication used to conduct these SVs, and the reasons underlying these preferences. Methods. A survey of both scaled and open-ended questions was sent to 300 DCEs/assistant DCEs from Commission on Accreditations in Physical Therapy Education accredited Physical Therapy programs. The response rate was 41%. Results. Statistical analysis showed DCE preference for in-person SVs over other forms of communication while also rating them as “very effective.” Directors of Clinical Education indicated that the primary purposes of an SV are to nurture academic–clinical relationships and to exchange information. In-person SVs offer a more complete picture of the CEE and allow the DCE to observe non-verbal cues that are not afforded by other types of communication. The recent pandemic has caused a shift to an increased use of videoconferencing for SVs. The DCEs acknowledged that there is no “one size fits all” approach to the SV process. Discussion and Conclusion. Similar to students, DCEs prefer and value in-person communication for SVs but are mindful that clinician preferences warrant a degree of flexibility in communication methods and the structure of the SV. Videoconferencing may be an alternative during circumstances when an in-person SV is not possible. Future research in this area should explore the clinician perspective.

Promoting Interprofessional Communication through Situation, Background, Assessment, and Recommendation (SBAR): An Educational Technique

Context The Board of Certification Standards of Professional Practice and the 2020 Curricular Content Standards indicate athletic trainers should establish working relationships with collaborating medical professionals and be able to communicate effectively. In addition, increased emphasis on interprofessional collaboration (IPC) in practice is apparent throughout health care professions and their educational programs. However, integrating both interprofessional communication and IPC within 1 learning opportunity can be difficult. Objective To share an educational approach aimed to enhance athletic training students' abilities and confidence in delivering patient information to physician assistant students via the situation, background, assessment, and recommendation (SBAR) technique. Background As part of the health care team, athletic trainers need to communicate with various providers while making clinically based decisions. Anecdotally, learners in their final year of health care education are not confident in their ability to make recommendations to other health care professionals. The SBAR communication strategy from the evidence-based framework TeamSTEPPS has become widely adopted in health care disciplines and may help to enhance confidence in communication. Description This learning activity enables athletic training students to use a patient case scenario to develop an SBAR for delivery via phone to a physician assistant studies student. This article describes the content, delivery methods, outcomes to date, and connection to the 2020 Curricular Content Standards. Clinical Advantage(s) This clinically relevant activity provides a low-stakes, real-life opportunity for students to practice communication skills, including the following: condensing the evaluation process, clinical decision-making skills, and the ability to make recommendations for a plan of care. Active participation in the communication process enhances reasoning skills needed for collaborative clinical decision making and the transfer of care, when applicable. Conclusion(s) Developing and implementing an interprofessional SBAR communication experience with 2 health care disciplines is an innovative strategy that bridges the gap between clinical education and actual patient care experiences while addressing curricular content needs.

Creating Open and Free Medical Education Resources.

Purpose: Open Educational Resources (OERs) are published in public domains or permissively licensed (i.e., Creative Commons [CC]) materials that allow for open sharing and free accessibility. 1 The absence of a common structure for OER materials has been identified as a barrier to collaboration among educators and a source of inefficiency. 2 Both MedEdPORTAL and the Association of American Medical Colleges (AAMC)’s Clinical Teaching and Learning Experiences 3 collection of educational materials lack a standard format that would allow resources to be directly integrated into medical school curricula without significant modification. The rise of virtual education with COVID-19 has made OERs more pertinent and accessible. Transition to Residency (TTR) courses have become increasingly popular as they seek to improve skills just before the increase in responsibility seen when students become first-year residents. 4 TTR courses should work toward common content between institutions because most students matriculate to residency programs outside of their medical school alma mater. Approach: We sought to create an OER collection specific to TTR courses containing standard formats, allowing course directors to interchangeably use materials and more easily share materials between institutions. Keywords of “Transition to Residency,” “bootcamp,” “internship preparation,” and “capstone” were used in multiple searchable collections of OERs (BCcampus, Oasis, OpenStax, MERLOT, and MedEdPORTAL) to search for existing TTR-related materials. Few resources were identified and either required significant modification to be used in a TTR course or were specific to 1 specialty. 5 A 12-participant convenience sample from 8 different medical schools and the AAMC MedBiquitous program used consensus discussion to draft a set of standards for faculty guides and teaching materials. A website (www.ttreducators.com) was created as a hub for collaboration and a platform for future distribution of materials. A pilot conversion of 10 existing materials from our local TTR course uncovered key considerations and process steps needed to create TTR OERs. Results: A standard structure for faculty guides (i.e., title structure, learning objectives, MESH terms, etc.) was identified. Five specialty groupings were selected for specialty-specific material: Emergency Medicine, Internal Medicine, Obstetrics–Gynecology, Pediatrics, and Surgery. Ten different educational delivery formats were identified as commonly adopted in TTR courses: “long-case” and “short-case” case-based learning, lecture, panel discussion, game, workshop/procedural skills training, peer role-play, simulation – standardized patient role-play, simulation – manikin/low-fidelity, and simulation – manikin/high fidelity. Each type was assigned a standard duration (1 or 2 hours), ideal group size (3, 4, 10, or infinite), a facilitator/student ratio (1/4, 1/6, 1/10, 1/infinite), and an ideal learning setting (classroom, virtual, simulation center). The “game” delivery format was not assigned standards due to the variability and complexity of games being delivered in TTR courses. Pilot conversion of local materials identified numerous key steps for ensuring compliance with CC licensing and OER best practices: ensuring web accessibility for the disabled, reverse image searching to ensure embedded content from external sources is open access, and documenting a CC license. 1 Additionally, an author consent was created and reviewed by our institution’s legal team. Discussion: A draft set of standards was created for TTR course curricular materials that will help ensure OERs are more easily usable by courses from different medical schools. We feel this approach was successful due in part to similar TTR course goals across schools, ensuring OERs can be freely modified after dissemination, and openness of educators to relinquish some personal control for the greater good. Our approach could be adapted by other educational domains in both undergraduate and graduate medical education, potentially saving a significant amount of time from teaching faculty. Significance: Creating standardized formatting of TTR course materials will make OER distribution, implementation, and exchange easier and more widely adopted.

Engaging Housestaff as Informatics Collaborators: Educational and Operational Opportunities.

In academic hospitals, housestaff (interns, residents, and fellows) are a core user group of clinical information technology (IT) systems, yet are often relegated to being recipients of change, rather than active partners in system improvement. These information systems are an integral part of health care delivery and formal efforts to involve and educate housestaff are nascent. This article develops a sustainable forum for effective engagement of housestaff in hospital informatics initiatives and creates opportunities for professional development. A housestaff-led IT council was created within an academic medical center and integrated with informatics and graduate medical education leadership. The Council was designed to provide a venue for hands-on clinical informatics educational experiences to housestaff across all specialties. In the first year, five housestaff co-chairs and 50 members were recruited. More than 15 projects were completed with substantial improvements made to clinical systems impacting more than 1,300 housestaff and with touchpoints to nearly 3,000 staff members. Council leadership was integrally involved in hospital governance committees and became the go-to source for housestaff input on informatics efforts. Positive experiences informed members' career development toward informatics roles. Key lessons learned in building for success are discussed. The council model has effectively engaged housestaff as learners, local champions, and key informatics collaborators, with positive impact for the participating members and the institution. Requiring few resources for implementation, the model should be replicable at other institutions.

Impact of the COVID-19 pandemic on women's health nursing clinical practicums in the spring 2020 semester in Korea: a nationwide survey study.

PurposeThis study investigated the impact of coronavirus disease 2019 (COVID-19) on women’s health nursing clinical practicums in undergraduate nursing schools in Korea during the spring 2020 semester.MethodsA cross-sectional online survey on clinical practicum teaching experiences in the spring 2020 semester was distributed to members of the Korean Society of Women Health Nursing (KSWHN) who taught undergraduate nursing. One faculty member from each of 203 institutions was requested to respond and there were no duplicate participants. Seventy-nine participants (38.9%) responded and 74 responses were analyzed. Descriptive statistics were presented for all survey items.ResultsFifty-two faculty members (70.3%) belonged to universities and 22 (29.7%) taught at colleges. Thirty-eight (51.4%) answered that their institutions had affiliated teaching hospitals. More than half (52.7%) conducted hospital-based clinical practicums either entirely (n=20) or partially (n=19), whereas the rest of them (47.3%) conducted clinical practicums at school or home via online teaching. The typical teaching methods for offline or online education were case conferences, tests or quizzes, scenario studies, nursing skill practicums, (virtual) nursing simulations, and simulated patient education. Most of faculties (93.2%) supported the development of an educational platform to share educational materials and resources, such as case scenarios.ConclusionNursing faculty members utilized various teaching methods to enhance clinical skills and mitigate limited clinical exposure during the early stage of the COVID-19 pandemic. The KSWHN should move forward to develop an education platform and modalities for members who face many challenges related to the accessibility and quality of nursing education contents.

Part 1. Payment for Clinical Education Experiences: A Historical Perspective

Background and Purpose: Payment for clinical education (CE) experiences in health care professions has been discussed for many years. Clinical education sites may consider requesting payment to offset expenses, which might include onboarding costs or perceived or real reduction in productivity. The American Council of Academic Physical Therapy–National Consortium of Clinical Educators Task Force on Payment for Clinical Experience explored the history of CE as it relates to payment, costs, productivity, and incentives through this comprehensive literature review. Methods: The literature was exhaustively searched through multiple data bases, compiled, and summarized by the authors. Results: Clinical education is an essential component of physical therapy education. The proliferation of academic programs combined with reimbursement challenges and increased productivity requirements has increased the burden of CE on health care facilities. Research in health care professions has investigated direct and indirect costs of providing CE experiences. While some research showed decreases in productivity while supervising a student, most research in physical therapy revealed increased productivity along with improved quality of care and enhanced recruitment of employees. Motivators for educating students in the CE environment included intrinsic factors of enjoyment, professional obligation, and intellectual stimulation; extrinsic factors such as continuing education credits, discounted courses, and academic appointments were also found. Research revealed that students bring value and enthusiasm to the CE environment in a variety of ways. Payment for CE experiences, more common in physician assistant, medicine, and nurse practitioner education, did not always improve quality and may be unsustainable as competition for clinical experiences grows and student debt increases. Discussion and Conclusion: Clinical education involves many stakeholders and the topic of payment is multifaceted. This comprehensive literature review highlighted numerous challenges and benefits for providing CE experiences as it relates to payment. This literature review provides background information regarding payment for CE in health care professions and served as foundational work of the Task Force on Payment for Clinical Experience for determining current perspectives related to payment for CE in physical therapist education.

Part 2. Payment for Clinical Education Experiences in Physical Therapy: Perspectives From Stakeholders

Introduction/Review of the Literature: Payment for clinical education (CE) experiences is a current topic of discussion within health care professions wherein incidence of payment is described as rare but growing. The American Council of Academic Physical Therapy (ACAPT) Board charged the National Consortium of Clinical Educators (NCCE) to investigate payment for physical therapist (PT) CE experiences. The ACAPT NCCE Task Force (TF) on Payment for Clinical Experience surveyed academic, clinical, and student CE stakeholders to explore perspectives on the current landscape for payment of PT CE experience. Methods: Two surveys were constructed using an exploratory research design: an academic and clinical stakeholder survey and a student survey. For the academic and clinical survey, the TF used member content expertise and literature review to draft questions. Final questions were crafted after conducting 2 validation rounds by an expert panel. For the student survey, student focus groups created and validated final survey questions. Snowball sampling was employed for survey dissemination through ACAPT and NCCE networks. Descriptive statistics were examined and significant differences (P < .05) between stakeholder groups were analyzed. Analysis of open-text responses was conducted to categorize and identify common concepts. There were 1,883 academic and clinical stakeholder survey respondents, with 84.3% identifying as a clinical-only role; all NCCE regions and practice settings were represented. First-, second-, and third-year doctor of physical therapy student survey respondents (2,815) represented both private and public academic programs. Results: Less than 5% of academic institutions reported paying any portion of full-time CE experiences. A majority of respondents (1,153, 71.9%) were neutral or disagreed that clinical instructors (CIs) should receive direct payment for supervising students and 76.9% indicated that students should not be required to pay for CE experiences. Both intrinsic and extrinsic factors were cited as reasons not to seek payment and as benefits for providing CE experiences. Supervision restrictions and productivity expectations were identified as key barriers to providing CE experiences. Students indicated that prior knowledge of site and CI qualifications would be expected should students be required to pay for CE experiences. Discussion and Conclusion: Most academic, clinical, and student CE stakeholders did not support payment for CE experiences. The stakeholder-identified motivators and nonmonetary incentives to provide CE experiences present an opportunity to explore initiatives that will enhance availability of PT CE experiences aligned with an ACAPT strategic plan on a national level.

Partnerships, Succession, and Student Engagement: A Perioperative Immersion Program

The current shortage of operating room (OR) nurses will be critically impacted by the planned retirement of 65% of its workforce by 2022 with more vacancies expected in the years to come. Another likely contributor to the OR nursing shortage may be because most clinical education experiences in nursing programs do not include rotations in the perioperative setting, thus limiting student exposure. One solution to introduce student nurses to the perioperative environment and mitigate the limitations of passive learning for today’s learners is providing an on-site perioperative immersion experience delivered by the OR nurse education team. Nurse educators teaching in a baccalaureate nursing program at a midwestern college collaborated with the perioperative nursing education team from a large metropolitan hospital to implement a perioperative immersion program for entry-level undergraduate nursing students. In qualitative evaluations, the perioperative immersion increased knowledge of the patient perioperative experience, exposed students to both OR nursing and interdisciplinary team roles and responsibilities, and generated interest in the OR as a future career path.

Flipped Clinical Teaching: Battling COVID-19 With Creative and Active Pedagogy.

During the onset of the coronavirus disease 2019 global pandemic, Schools of Nursing transitioned from the traditional clinical teaching and learning experiences to synchronous online learning. As part of the Capstone experience in the second-degree, final semester course, students selected one clinical specialty area. Four full-time clinical faculty and five adjunct clinical instructors collaborated in flipped clinical lesson plans 3 weeks prior to the start of the semester. The lesson plan included three components: preconference, active learning, and postconference. Student evaluation of the experience was another critical component. The student evaluation surveys supported that 95% of the respondents identified that the flipped clinical experience was a successful methodology to reinforce clinical concepts. The flipped clinical learning approach showed promise as an effective way to provide remote clinical instruction for students during public health emergencies, when shortage of clinical sites arise, or as a replacement for missed clinical hours. [J Nurs Educ. 2021;60(9):534-537.].

Student mental health and clinical education: exploring the DCE experience

Purpose: There is a potential link between the clinical education phase of a physical therapist’s education and increased incidence of student mental health challenges. The Director of Clinical Education (DCE) has a complex role in supporting students and clinical sites during clinical education experiences (CEEs.) The purposes of this study were to explore DCE’s experiences and perceptions with supporting students with mental health challenges during CEEs. Methods: Two-hundred-twenty DCEs from accredited Doctor of Physical Therapy programs were invited to participate in an electronic survey. Survey questions included demographics, institutional and curricular characteristics, and current perceptions/experiences with student mental health challenges. DCEs (n = 106; 48.2%) responded and were included in the analyses. Analyses included descriptive statistics, simple frequencies, and binary logistic regression. Incident coding processes analyzed responses of open-ended questions. Results: Seventy-four percent of respondents indicated awareness of a student(s) experiencing a mental health concern during a full-time clinical experience in the past 3 years. Regression analyses showed that length of terminal clinical experience, out-of-state placement, cohort size, and availability of online/video counseling were related to prevalence of DCE’s experience. Forty-six percent of DCEs indicated feeling prepared to deal with these issues, while 35% were ‘unsure’. DCEs indicated experience, training, and workload support as contributors to successfully supporting students. Conclusion: Results contribute to the emerging understanding of the prevalence of student mental health challenges in physical therapist education from the DCE’s perspective. Our findings suggest that institutional and curricular characteristics are potential contributors to the prevalence of this issue. We recommend training and institutional support for the DCE in these situations.

Perspective for change: establishing the need for clinical instructor competencies in physical therapist education

Current issue: Clinical instructors (CIs) are instrumental in the development of competent, entry-level physical therapist graduates. Despite this key role, CIs are often deficient in formal knowledge of the learning sciences that influence quality of clinical education experiences. Clinical education stakeholders also lack a standardized and consistent approach to defining and assessing clinical teaching skills, resulting in an inability to provide adequate feedback and growth opportunities for CIs. Perspective: A gap exists between qualitative descriptions of clinical teaching behaviors and the ability to objectively assess those behaviors in CIs. Grounded in the Model of Excellence in Physical Therapist Education, this perspective calls attention to and proposes steps toward excellence in clinical education. Defining essential competencies of clinical teaching in the physical therapy profession requires a systematic approach. The competencies established through this approach then become the foundation for creating a meaningful assessment tool of CI performance. Implications for clinical education: Developing educator competencies and a related assessment tool for CIs allows for the provision of meaningful feedback, the creation of targeted professional development programs, and opportunities for recognition of clinical teaching excellence. Without effective CIs, new graduates may be inadequately equipped to contribute to the profession’s vision of educational excellence.

Academic Orthodontic Opportunities

This listing of academic opportunities is provided as a free service to the profession and the community.Nova Southeastern UniversityCollege of Dental Medicine3200 S. University DriveDavie-Fort Lauderdale, FL 33328Apply online: www.nsujobs.comFor more Info: email: cdmemp@nova.eduPosition #995841Rank: Faculty TBD Orthodontics & Dentofacial OrthopedicsRequirements: DDS/DMD degree or equivalent. Certificate in Orthodontics from a CODA-accredited institution. Didactic & clinical orthodontic teaching experience, ABO-certified or ABO-eligible, Master of Science degree. Prefer minimum of one year experience supervising residents in clinical academic orthodontic dept. setting and PhDMust apply online WWW.nsujob.com to position #995841. Include: Cover Letter, CV, 3 Ref. LettersBoston University Henry M. Goldman School of Dental MedicineDepartment of Orthodontics & Dentofacial Orthopedics635 Albany Street, Suite 754Boston, MA 02118Email applications to: willa@bu.eduRank: Clinical Assistant/Clinical Associate ProfessorRequirements: DMD/DDS degree or equivalent. Certificate of training in Orthodontics & Dentofacial Orthopedics from an accredited postodoctoral program. 1-3 years teaching experience in academic setting. Eligibility for licensure in the Commonwealth of MA.Must submit: CV, letter of interest, statement of career goals and academic interest, and leadership goals, and a statement of diversity, equity, and inclusion; 3 references with full contact information, including emails (contact pending permission).Harvard School of Dental MedicineDepartment of Developmental Biology, Division of Orthodontics188 Longwood AveBoston, MA 02115For more info contact: Linda_Ross@hsdm.harvard.eduPosition # 10035Apply online: https://academicpositions.harvard.edu/postings/10035Rank: Assistant or Associate Professor/Program Head, Advanced Graduate OrthodonticsRequirements: Candidates must possess a DMD or DDS degree from a CODA accredited dental school or equivalent, current or eligible for ABO certification, eligible for dental licensure in Massachusetts. Must be able to demonstrate background of clinical innovation and/or research in the field of Orthodontics. Must also demonstrate experience in teaching and clinical instruction and in related areas at advanced graduate level. Qualifications should include documented scholarly activity and/or clinical skills.Include Cover Letter, CV, 2 publications, names of 3 references.Position # 10016Apply online: https://academicpositions.harvard.edu/postings/10016Rank: Assistant or Associate ProfessorRequirements: Dental Degree (DMD or DDS) from CODA accredited dental school or equivalent and be eligible for dental licensure in Massachusetts. Advanced Graduate Training/Full ABO Certification preferred. 3 years academic experience a plus.Include Cover Letter, CV, 2 publications, names of 3 references.School of Dentistry, University of Minnesota515 Delaware St SEMinneapolis, MN 55455Apply: https://humanresources.umn.edu/jobsJob #321268Sherry Smith: smit9517@umn.eduRank: Assistant, Associate or Full Professor, Faculty rank commensurate with training & experience.Require: DDS/DMD or equivalent. Completion advanced Orthodontic program, Hold/eligible MN dental license(or MN faculty license), work authorization in US by start of position, experience working with diverse patient base.Medical University of South CarolinaJames B. Edwards College of Dental MedicineDepartment of Orthodontics173 Ashley Avenue, MSC 507Contact: Shelley Garvin, Faculty Coordinator843-793-3184 or garvins@musc.eduApply: http://academicdepartments.musc.edu/hr/Rank: Full Time, Academic Rank based on qualifications & commensurate with experience level.Requirements: DMD, DDS, advanced Orthodontic training with ABO eligibility. Expertise in didactic & clinical teaching, patient care, scholarship & program administration. Opportunities available for Intramural faculty practice.The Written Examination consists of multiple-choice questions related to the basic sciences, applied biomedical sciences, orthodontic theory, orthodontic practice, related dental disciplines and the orthodontic literature. Questions are developed from various sources by the ABO's Written Examination Committee. The committee formulates questions using the recommended reading list and referencing journals, textbooks and actual clinical case reports.In order to keep the examination relevant to orthodontics as it is practiced today, the ABO solicits questions from educators and residents across the country. These questions are reviewed and refined by the examination committee and then added to the bank of questions. The goal is to have thousands of questions in order to write multiple examinations for the computerization process. We invite you to submit potential examination questions by following the path below:www.americanboardortho.com >Orthodontic Professionals > Advocates and Educators > Submit Written Exam QuestionsThe ABO would like to thank you in advance for taking the time to help increase the relevance and validity of the ABO Written Examination.The ABO Written Examination Committee 401 North Lindbergh Blvd., Suite 300, St. Louis, MO 63141P: 314.432.6130 F: 314.432.8170Written@AmericanBoardOrtho.com

Toward Standardization of the Placement Process Used in Full-Time Clinical Education Experiences: Findings and Recommendations of the Placement Process Task Force

Background and Purpose. The Placement Process Task Force (PPTF), a combined effort of the Clinical Education Special Interest Group and the National Consortium of Clinical Educators, has developed recommendations for the placement process of students in full-time clinical education experiences following data collection from stakeholders. The PPTF submitted a report to both boards and highlights its methods and rationale for the recommendations here. Position and Rationale. To reduce variability and administrative burden shared among stakeholders, there should be a common definition of the process. Additionally, a common clinical calendar should be developed and adopted with accepted deadlines for placement requests, offer acceptance, offer release, student assignment, and onboarding requirements. Training should be required for new directors of clinical education (DCEs) and site coordinators of clinical education (SCCEs) to initiate them to the common calendar. Only the DCE/ACCE or employed members of the DCE/ACCE team should be responsible for securing clinical education placement offers. Adoption of these recommendations will allow progress toward the goal of reducing administrative burden with the potential of creating opportunities for DCEs and SCCEs to participate in the advancement of clinical education development and scholarship. Discussion and Conclusion. The current variability of placement processes commonly used in full-time clinical education has negative effects on SCCEs and clinics, DCEs and academic programs, and students. Reducing variability and administrative burden can result in additional productivity of stakeholders for tasks, such as clinical instructor development, student development, and clinical education research.

Speech-language pathology students' perceptions of simulation-based learning experiences in stuttering.

Research suggests that some speech-language pathologists are uncomfortable treating people who stutter. Accessing quality clinical education experiences in stuttering is difficult given the ongoing rise in students enrolled in speech-language pathology programmes and the limited number of stuttering-specific placements available. Simulation-based learning is a viable option for providing speech-language pathology students with practical experience in a safe learning environment. Whilst research has found that simulation-based learning experiences in stuttering assist in the development of students' clinical skills, students' perceptions of participating in stuttering simulation-based learning are yet to be explored. To investigate speech-language pathology students' comfort, anxiety, knowledge and confidence in the management of stuttering at the commencement of an academic stuttering course and before and following participation in a stuttering simulation-based learning programme. This study used a cross-sectional survey design. Participants were 105 undergraduate and graduate entry masters speech-language pathology students enrolled at an Australian university. Students engaged in a stuttering simulation-based learning programme embedded within an existing academic course on the management of stuttering. A purposefully developed survey was administered at three time points: pre-course (T1), pre-simulation (T2) and post-simulation (T3) in order to explore students' comfort and anxiety levels, and perceptions of their knowledge and confidence in stuttering management. Descriptive statistics were used to report the medians and range of students' responses. Changes across all time points and between each of the time points were determined using the Friedman test and the Wilcoxon signed rank test, respectively. Statistically significant differences (p < 0.001) were observed on all matched survey items (n = 96) across all time points. Between each time point, a significant difference in students' perceived knowledge levels was found with small to large effect sizes. However, there was no difference in students' perceived comfort and anxiety levels between the time points of pre-course and pre-simulation. Open-ended responses on the post-simulation survey revealed that students valued learning about stuttering within a simulation-based learning environment. Simulation-based learning experience in stuttering management was valued by students. When accompanied by theoretical content, participation in a stuttering simulation-based learning programme supported students to feel more comfortable and less anxious about working with people who stutter. This finding has implications for the development of clinical skills in the assessment and treatment of adults who stutter. What is already known on this subject Simulation is a teaching approach used within speech-language pathology to support the development of students' clinical skills. Simulation provides a safe learning environment for students, an opportunity for repeated practice and is valued by students. What this paper adds to existing knowledge This study explored students' perceptions of their comfort, anxiety, knowledge and confidence in working with people who stutter before and following participation in a simulation-based learning programme. It describes a stuttering simulation-based learning programme that can be embedded into speech-language pathology programme curricula. What are the potential or actual clinical implications of this work? The stuttering simulation-based learning programme detailed in this study can be applied and embedded in speech-language pathology curricula. It can be used to support the development of students' confidence in the assessment and management of stuttering.

Academic Orthodontic Opportunities

This listing of academic opportunities is provided as a free service to the profession and the community.Nova Southeastern UniversityCollege of Dental Medicine3200 S. University DriveDavie-Fort Lauderdale, FL 33328Apply online: www.nsujobs.comFor more Info: email: cdmemp@nova.eduPosition #995841Rank: Faculty TBD Orthodontics &amp; Dentofacial OrthopedicsRequirements: DDS/DMD degree or equivalent. Certificate in Orthodontics from a CODA-accredited institution. Didactic &amp; clinical orthodontic teaching experience, ABO-certified or ABO-eligible, Master of Science degree. Prefer minimum of one year experience supervising residents in clinical academic orthodontic dept. setting and PhDMust apply online WWW.nsujob.com to position #995841. Include: Cover Letter, CV, 3 Ref. LettersBoston University Henry M. Goldman School of Dental MedicineDepartment of Orthodontics &amp; Dentofacial Orthopedics635 Albany Street, Suite 754Boston, MA 02118Email applications to: willa@bu.eduRank: Clinical Assistant/Clinical Associate ProfessorRequirements: DMD/DDS degree or equivalent. Certificate of training in Orthodontics &amp; Dentofacial Orthopedics from an accredited postodoctoral program. 1-3 years teaching experience in academic setting. Eligibility for licensure in the Commonwealth of MA.Must submit: CV, letter of interest, statement of career goals and academic interest, and leadership goals, and a statement of diversity, equity, and inclusion; 3 references with full contact information, including emails (contact pending permission).Harvard School of Dental MedicineDepartment of Developmental Biology, Division of Orthodontics188 Longwood AveBoston, MA 02115For more info contact: Linda_Ross@hsdm.harvard.eduPosition # 10035Apply online: https://academicpositions.harvard.edu/postings/10035Rank: Assistant or Associate Professor/Program Head, Advanced Graduate OrthodonticsRequirements: Candidates must possess a DMD or DDS degree from a CODA accredited dental school or equivalent, current or eligible for ABO certification, eligible for dental licensure in Massachusetts. Must be able to demonstrate background of clinical innovation and/or research in the field of Orthodontics. Must also demonstrate experience in teaching and clinical instruction and in related areas at advanced graduate level. Qualifications should include documented scholarly activity and/or clinical skills.Include Cover Letter, CV, 2 publications, names of 3 references.Position # 10016Apply online: https://academicpositions.harvard.edu/postings/10016Rank: Assistant or Associate ProfessorRequirements: Dental Degree (DMD or DDS) from CODA accredited dental school or equivalent and be eligible for dental licensure in Massachusetts. Advanced Graduate Training/Full ABO Certification preferred. 3 years academic experience a plus.Include Cover Letter, CV, 2 publications, names of 3 references.School of Dentistry, University of Minnesota515 Delaware St SEMinneapolis, MN 55455Apply: https://humanresources.umn.edu/jobsJob #321268Sherry Smith: smit9517@umn.eduRank: Assistant, Associate or Full Professor, Faculty rank commensurate with training &amp; experience.Require: DDS/DMD or equivalent. Completion advanced Orthodontic program, Hold/eligible MN dental license(or MN faculty license), work authorization in US by start of position, experience working with diverse patient base.Medical University of South CarolinaJames B. Edwards College of Dental MedicineDepartment of Orthodontics173 Ashley Avenue, MSC 507Contact: Shelley Garvin, Faculty Coordinator843-793-3184 or garvins@musc.eduApply: http://academicdepartments.musc.edu/hr/Rank: Full Time, Academic Rank based on qualifications &amp; commensurate with experience level.Requirements: DMD, DDS, advanced Orthodontic training with ABO eligibility. Expertise in didactic &amp; clinical teaching, patient care, scholarship &amp; program administration. Opportunities available for Intramural faculty practice.The Written Examination consists of multiple-choice questions related to the basic sciences, applied biomedical sciences, orthodontic theory, orthodontic practice, related dental disciplines and the orthodontic literature. Questions are developed from various sources by the ABO's Written Examination Committee. The committee formulates questions using the recommended reading list and referencing journals, textbooks and actual clinical case reports.In order to keep the examination relevant to orthodontics as it is practiced today, the ABO solicits questions from educators and residents across the country. These questions are reviewed and refined by the examination committee and then added to the bank of questions. The goal is to have thousands of questions in order to write multiple examinations for the computerization process. We invite you to submit potential examination questions by following the path below:www.americanboardortho.com &gt;Orthodontic Professionals &gt; Advocates and Educators &gt; Submit Written Exam QuestionsThe ABO would like to thank you in advance for taking the time to help increase the relevance and validity of the ABO Written Examination.The ABO Written Examination Committee 401 North Lindbergh Blvd., Suite 300, St. Louis, MO 63141P: 314.432.6130 F: 314.432.8170Written@AmericanBoardOrtho.com

Bronchoscopy Teaching Without a Gold Standard: Attending Pulmonologists’ Assessment of Learners, Supervisory Styles, and Variation in Practice

Despite the growing role of simulation in procedural teaching, bronchoscopy training largely is experiential and occurs during patient care. The Accreditation Council for Graduate Medical Education sets a target of 100 bronchoscopies to be performed during pulmonary fellowship. Attending physicians must balance fellow autonomy with patient safety during these clinical teaching experiences. Few data on best practices for bronchoscopy teaching exist, and a better understanding of how bronchoscopy currently is supervised could allow for improvement in bronchoscopy teaching. How do attending bronchoscopists supervise bronchoscopy, and in particular, how do attendings balance fellow autonomy with patient safety? This was a focused ethnography conducted at a single center using audio recording of dialog between attendings and fellows during bronchoscopies, supplemented by observation of nonverbal teaching. Interviews with attending bronchoscopists and limited interviews of fellows also were recorded. Interviews were transcribed verbatim before analysis. We used constant comparative analysis to analyze data and qualitative research software to support data organization and thematic analysis. Education researchers from outside of pulmonary critical care joined the team to minimize bias. We observed seven attending bronchoscopists supervising eight bronchoscopies. We noted distinct teaching behaviors, classified into themes, which then were grouped into four supervisory styles of modelling, coaching, scaffolding, and fading. Observation and interviews illuminated that assessing fellow skill was one tool used to choose a style, and attendings moved between styles. Attendings accepted some, but not all, variation in both performing and supervising bronchoscopy. Attending pulmonologists used a range of teaching microskills as they moved between different supervisory styles and selectively accepted variation in practice. These distinct approaches may create well-rounded bronchoscopists by the end of fellowship training and should be studied further.

Experience and Education in Residency Training: Capturing the Resident Experience by Mapping Clinical Data.

Internal medicine training programs operate under the assumption that the 3-year residency training period is sufficient for trainees to achieve the depth and breadth of clinical experience necessary for independent practice; however, the medical conditions to which residents are exposed in clinical practice are not easily measured. As a result, residents' clinical educational experiences are poorly understood. A crosswalk tool (a repository of International Classification of Diseases [ICD]-10 codes linked to medical content areas) was developed to query routinely collected inpatient principal diagnosis codes and translate them into an educationally meaningful taxonomy. This tool provides a robust characterization of residents' inpatient clinical experiences. This pilot study has provided proof of principle that the crosswalk tool can effectively map 1 year of resident-attributed diagnosis codes to both the broad content category level (e.g., "cardiovascular disease") and to the more specific condition category level (e.g., "myocardial disease"). The authors uncovered content areas in their training program that are overrepresented and some that are underrepresented relative to material on the American Board of Internal Medicine (ABIM) Certification Exam. The crosswalk tool introduced here translated residents' patient care activities into discrete, measurable educational content and enabled 1 internal medicine residency program to characterize residents' inpatient educational experience with a high degree of resolution. Leaders of other programs seeking to profile the clinical exposure of their trainees may adopt this strategy. Such clinical content mapping drives innovation in the experiential curriculum, enables comparison across practice sites, and lays the groundwork to test associations between individual clinical exposure and competency-based outcomes, which, in turn, will allow medical educators to draw conclusions regarding how clinical experience reflects clinical competency.

A Novel Physical Therapy Learning Experience in Pediatrics Via Telehealth: A Qualitative Case Analysis

Background and Purpose. While the integration of experiential learning with patients and clients into the physical therapy (PT) curriculum is beneficial to student learning particularly in the area of pediatrics, the implementation of such experiences can be extremely challenging. Telehealth is rapidly expanding given the emerging technology, health care needs for individuals in remote settings, and the current pandemic situation. The purpose of the present evaluation was to examine the perspectives of the students, supervising PTs and the caregiver on a method/model for the telehealth delivery of pediatric PT, and the collaborative experiential learning experience in this setting using a qualitative grounded theory approach. Method/Model Description. A 24-month-old boy with spastic hemiplegia was treated for 6 weeks in his home via Zoom videoconferencing in a collaborative clinical education experience. Interventions included constraint-induced movement therapy, bimanual training, dynamic balance training, and facilitation of postural control. Caregiver education was provided throughout. The chat and recording features were used throughout each session to provide direction, feedback, and education while minimizing the distraction during sessions. Semi-structured interviews were completed with the 2 PTs, 6 students, and mother after the experience. Interviews were transcribed and theme coded until saturation was achieved. A concept map was developed through consensus. Outcomes. Themes emerged for telehealth and telehealth learning experiences. Considerations included the home environment, technology, lack of physical contact and importance of verbal communication, preparation, instantaneous feedback, and active participation. The active participation of the caregiver seemed to empower the family and provide them with a therapeutic viewpoint. Communication via the chat feature provided a means for instantaneous feedback that was considered less disruptive to the student–family interaction resulting in student empowerment, confidence, and skill development. Discussion and Conclusion. The telehealth delivery of service seems to enhance the empowerment and buy-in of the patient/caregiver resulting in improved outcomes and carryover for PT. Telehealth PT experiential learning provides a venue for collaborative learning and enhanced student autonomy resulting in improved confidence while fostering student analytical skills, communication skills, and creativity. Telehealth PT provides unique opportunities for growth and learning in a collaborative learning experience and may also serve as a venue for clinical education experiences.

Academic Orthodontic Opportunities

This listing of academic opportunities is provided as a free service to the profession and the community.Nova Southeastern UniversityCollege of Dental Medicine3200 S. University DriveDavie-Fort Lauderdale, FL 33328Apply online: www.nsujobs.comFor more Info: email: cdmemp@nova.eduPosition #995841Rank: Faculty TBD Orthodontics &amp; Dentofacial OrthopedicsRequirements: DDS/DMD degree or equivalent. Certificate in Orthodontics from a CODA-accredited institution. Didactic &amp; clinical orthodontic teaching experience, ABO-certified or ABO-eligible, Master of Science degree. Prefer minimum of one year experience supervising residents in clinical academic orthodontic dept. setting and PhDMust apply online WWW.nsujob.com to position #995841. Include: Cover Letter, CV, 3 Ref. LettersBoston University Henry M. Goldman School of Dental MedicineDepartment of Orthodontics &amp; Dentofacial Orthopedics635 Albany Street, Suite 754Boston, MA 02118Email applications to: willa@bu.eduRank: Clinical Assistant/Clinical Associate ProfessorRequirements: DMD/DDS degree or equivalent. Certificate of training in Orthodontics &amp; Dentofacial Orthopedics from an accredited postodoctoral program. 1-3 years teaching experience in academic setting. Eligibility for licensure in the Commonwealth of MA.Must submit: CV, letter of interest, statement of career goals and academic interest, and leadership goals, and a statement of diversity, equity, and inclusion; 3 references with full contact information, including emails (contact pending permission).Harvard School of Dental MedicineDepartment of Developmental Biology, Division of Orthodontics188 Longwood AveBoston, MA 02115For more info contact: Linda_Ross@hsdm.harvard.eduPosition # 10035Apply online: https://academicpositions.harvard.edu/postings/10035Rank: Assistant or Associate Professor/Program Head, Advanced Graduate OrthodonticsRequirements: Candidates must possess a DMD or DDS degree from a CODA accredited dental school or equivalent, current or eligible for ABO certification, eligible for dental licensure in Massachusetts. Must be able to demonstrate background of clinical innovation and/or research in the field of Orthodontics. Must also demonstrate experience in teaching and clinical instruction and in related areas at advanced graduate level. Qualifications should include documented scholarly activity and/or clinical skills.Include Cover Letter, CV, 2 publications, names of 3 references.Position # 10016Apply online: https://academicpositions.harvard.edu/postings/10016Rank: Assistant or Associate ProfessorRequirements: Dental Degree (DMD or DDS) from CODA accredited dental school or equivalent and be eligible for dental licensure in Massachusetts. Advanced Graduate Training/Full ABO Certification preferred. 3 years academic experience a plus.Include Cover Letter, CV, 2 publications, names of 3 references.School of Dentistry, University of Minnesota515 Delaware St SEMinneapolis, MN 55455Apply: https://humanresources.umn.edu/jobsJob #321268Sherry Smith: smit9517@umn.eduRank: Assistant, Associate or Full Professor, Faculty rank commensurate with training &amp; experience.Require: DDS/DMD or equivalent. Completion advanced Orthodontic program, Hold/eligible MN dental license(or MN faculty license), work authorization in US by start of position, experience working with diverse patient base.Medical University of South CarolinaJames B. Edwards College of Dental MedicineDepartment of Orthodontics173 Ashley Avenue, MSC 507Contact: Shelley Garvin, Faculty Coordinator843-793-3184 or garvins@musc.eduApply: http://academicdepartments.musc.edu/hr/Rank: Full Time, Academic Rank based on qualifications &amp; commensurate with experience level.Requirements: DMD, DDS, advanced Orthodontic training with ABO eligibility. Expertise in didactic &amp; clinical teaching, patient care, scholarship &amp; program administration. Opportunities available for Intramural faculty practice.The Written Examination consists of multiple-choice questions related to the basic sciences, applied biomedical sciences, orthodontic theory, orthodontic practice, related dental disciplines and the orthodontic literature. Questions are developed from various sources by the ABO's Written Examination Committee. The committee formulates questions using the recommended reading list and referencing journals, textbooks and actual clinical case reports.In order to keep the examination relevant to orthodontics as it is practiced today, the ABO solicits questions from educators and residents across the country. These questions are reviewed and refined by the examination committee and then added to the bank of questions. The goal is to have thousands of questions in order to write multiple examinations for the computerization process. We invite you to submit potential examination questions by following the path below:www.americanboardortho.com &gt;Orthodontic Professionals &gt; Advocates and Educators &gt; Submit Written Exam QuestionsThe ABO would like to thank you in advance for taking the time to help increase the relevance and validity of the ABO Written Examination.The ABO Written Examination Committee 401 North Lindbergh Blvd., Suite 300, St. Louis, MO 63141P: 314.432.6130 F: 314.432.8170Written@AmericanBoardOrtho.com

Effective Clinical Teaching Practice and Associated Factors Among Midwifery Educators in Public Universities of Ethiopia: Institution-Based Cross-Sectional Study.

BackgroundAlthough effective clinical teaching realistically improves learners to be competent, in Ethiopia only 31.6% of midwifery graduates have passed the national proficiency standard for graduation. Likewise, research evidence is lacking on effective clinical teaching practice of midwifery educators in Ethiopia.ObjectiveThis study aimed to assess effective clinical teaching practice and associated factors among midwifery educators in public universities of Ethiopia.MethodsInstitution-based cross-sectional study was conducted in April 2019 on 424 midwifery educators selected by simple random sampling technique. Data were collected through email by using a semi-structured, pretested, self-administered questionnaire, entered into Epi-data version 4.2, and analyzed by SPSS version 23. Bivariate and multivariable logistic regression analyses were done to test the association. The odds ratio at 95% confidence interval (CI) and P-value <0.05 were used to ascertain statistical significance.ResultsOnly 178 (47.3%) of participants had effective clinical teaching practice. Clinical teaching experience (AOR= 4.72; 95% CI=1.97, 11.29), training on higher diploma in teaching profession (AOR=2.78; 95% CI=1.61, 4.82), clinical teaching workshop (AOR=4; 95% CI=1.98, 8.05), students per clinical unit (AOR= 3.71; 95% CI= 1.66, 8.26), giving objectives of clinical learning for students (AOR= 4.74; 95% CI=2.43, 9.25), using performance-based assessment tool (AOR =1.82; 95% CI=1.04, 3.16) and having good interest in clinical teaching (AOR=8.63; 95% CI=2.91, 25.56) were factors positively associated with effective clinical teaching practice.ConclusionLess than half of midwifery educators of Ethiopian Public Universities had effective clinical teaching practice. The educators’ clinical teaching experience, training, and adherence to clinical teaching standards were identified to affect effective clinical teaching positively. Therefore, educators should adhere to the standards for effective clinical teaching and receive training on effective teaching.