Coordinator Of Clinical Education Research Articles

Professional quality of life and organizational support: a survey of physical therapists with experience as clinical instructors

Purpose: The purpose of this study was to determine the professional quality of life (ProQoL) of physical therapists (PTs) with experience as a clinical instructor and identify factors associated with compassion satisfaction, burnout, and secondary traumatic stress. Methods: This study used a cross-sectional design and survey methodology. Participants were clinician PTs who have been clinical instructors, and completed an online survey that included the ProQoL scale, the eight-item Survey of Perceived Organizational Support, and demographics. Results: Of the 259 participants who completed the survey, the majority experienced average to high levels of compassion satisfaction and low levels of burnout and secondary traumatic stress. Chi-square tests of independence indicated high ratings of compassion satisfaction were associated with the uppermost years licensed as a PT, years of clinical teaching experience, and age. Participants aged 26–35 or with less than 5 years of clinical instruction experience correlated with low ratings of compassion satisfaction. Participants with more than 25 years of experience as PTs correlated with low ratings of burnout. High levels of compassion satisfaction were associated with high levels of perceived organizational support. Conclusion: Findings may assist clinical sites and site coordinators of clinical education in selecting and training clinical instructors.

Programmatic Efforts to Provide Progressively Autonomous Clinical Education Experiences

Context In previous research, athletic trainers (ATs) have identified the formal coursework and clinical experiences of their professional program as contributing to preparedness for autonomous practice. However, new graduates have reported a perceived lack of skills necessary for practicing autonomously. Objective The purpose of this study was to evaluate how programs provide progressively autonomous clinical education experiences and the role of these experiences in preparing future ATs. Design Qualitative study. Setting Virtual interviews. Patients or Other Participants A sample of 17 program administrators (program directors = 12, coordinators of clinical education = 5) representing 16 master of science in athletic training programs participated in this study. Main Outcome Measure(s) Each program completed a virtual interview guided by a semistructured interview protocol. A 3-person data analysis team identified emerging domains and categories through a multiphase approach. Member checking, multiple researcher triangulation, and auditing were used to establish trustworthiness. Results Four domains emerged from participant responses: (1) curricular design, (2) preparatory experience and outcomes, (3) preceptor role, and (4) assessments. We found that intentionality in curricular design to promote progressive autonomy was beneficial in facilitating transition to practice through improved knowledge, skills, and confidence. Due to the importance of clinical education in AT preparation, preceptors played a critical role in creating opportunities for learning in the clinical environment. However, the degree to which experiences were autonomous and the effectiveness of the student in those encounters were rarely measured. Limitations outlined by participants included accreditation and program length. Conclusions The development of knowledge, skills, and confidence through intentionally selected clinical experiences and guided by preceptor feedback are critical to establishing an autonomous practitioner. However, the program’s evaluations were predominantly traditional practice assessments and informal feedback, instead of an assessment of readiness for practice.

Clinical Site Visits: Perspectives of Clinical Instructors and Site Coordinators of Clinical Education.

Site visits (SVs) are a common component of clinical education. The purpose of this paper was to explore clinicians' perspectives regarding SVs, including methods of communication used and their effectiveness, purposes of SVs, and the level of interaction between the stakeholders. Several communication methods are used to conduct SVs, with varying levels of "richness" and effectiveness. Previous studies have explored the perceptions of physical therapist (PT) students and Directors of Clinical Education regarding communication methods used during SVs, as well as reporting the purposes, effectiveness, and logistics. Clinicians, including clinical instructors (CIs) and Site Coordinators of Clinical Education, from across the United States, representing various geographical locations and settings were invited to participate. An electronic survey was distributed to participants using information from 2 PT education programs and the Physical Therapist Clinical Performance Instrument database. A total of 273 responses were included in the analysis. Clinicians ranked in-person visits as their first choice of communication for future SVs (n = 157, 59.9%) and indicated that in-person communication was "very effective" (n = 143, 52.4%) when compared with videoconferencing (n = 55, 20.1%) and telephone (n = 49, 17.9%). Clinicians ranked verifying the competency level of the student and verifying site resources during the SV as "extremely important" or "important" (n = 257, 94.2% and n = 250, 91.5%, respectively). Answering CI's questions and providing support to the CI were also identified as "extremely important" or "important" (n = 262, 96% and n = 244, 89.4%, respectively). Analysis of open-ended responses revealed 5 themes: Communication is important, flexibility allows best fit for a situation, on-site visits offer a more complete picture, real-time dialog is preferred, and email can lead to misinterpretation. Communication is a key component of the clinical-academic relationship. Although clinicians prefer in-person communication, flexibility is necessary when planning and conducting SVs. Future research recommendations include gathering student and clinician perceptions regarding faculty involvement in SVs, as well as gathering faculty perspectives regarding their participation in SVs. In addition, the impact of the pandemic on the future of SVs warrants further exploration.

Development of a Tool to Determine Excellence in the Provision of Physical Therapist Clinical Education: A Modified Delphi Study.

The purpose of this study was to create a Site of Excellence in Clinical Education (SECE-PT) tool with the essential criteria used to determine excellence in the provision of physical therapist clinical education at a clinical site using a consensus-building approach. The development of the SECE-PT tool was divided into 2 parts. Part 1 involved the development of an initial set of proposed criteria, whereas part 2 employed a modified Delphi approach for consensus building. Purposive selection and snowball sampling techniques were used to recruit clinical instructors, recent graduates, site coordinators of clinical education, and directors of clinical education who met the inclusion criteria for the modified Delphi study. Three web-based survey rounds were used to achieve consensus, defined as a mean score of ≥7 on the 11-point Likert scale. The first round gathered demographic information on participants and collected information about clarity and redundancy in the criteria provided, the second gathered information once again about clarity and redundancy on the revised criteria provided, and the third asked participants to rate how essential it was for a site of excellence to demonstrate each of the final criteria. A total of 123 participants, equally representing clinical and academic perspectives, completed the demographic survey and round 1. Ninety-four participants completed round 2, and 80 participants completed the third and final round. Consensus revealed that 44 criteria were deemed essential for a SECE-PT to demonstrate. This study provides a measure to evaluate clinical sites providing clinical education. The SECE-PT tool should be widely adopted to evaluate the quality of the clinical site providing the education to student physical therapists. The SECE-PT tool can be used by clinical sites for self-assessment to examine aspects of their clinical education programs and determine whether parts of their program should be further developed. This can provide a framework for discussion and collaboration between clinical and academic partners, as well as regional consortia.

The Impact of COVID-19 on Physical Therapy Clinical Education Experiences in Florida.

Full-time clinical education experiences (CEEs) constitute a significant component of entry-level physical therapy education. COVID-19 challenged clinical education throughout the country by affecting the availability of CEEs. Research suggested that the number of clinical education spots available would stay the same. By contrast, the number of students enrolling in physical therapist (PT) and physical therapist assistant (PTA) education programs continues to rise. In response to the COVID-19 pandemic, students and faculty expressed concerns about the lack of student readiness and the availability of CEEs. The purpose of this study was to examine prepandemic factors that influenced the number of CEE slots available in Florida and the impact that the COVID-19 pandemic had on slot availability. Furthermore, researchers sought to identify factors that prevented a return to prepandemic levels of CEE spot offerings and recognize solutions to overcome those barriers. Finally, the researchers aimed to pinpoint suggestions to enhance collaborations between the clinical sites and physical therapy education programs. Forty-eight site coordinators of clinical education (SCCEs) from various settings and regions in Florida completed the survey. An online survey was distributed to Florida SCCEs to ascertain their perceptions on how COVID-19 influenced clinical education. The researchers used descriptive and inferential statistics to analyze the data. Clinical instructor (CI) volunteerism was the primary determinant of CEE spots available before the COVID-19 pandemic. The number of CEE spots was reduced for both PT and PTA education programs during the COVID-19 pandemic. Although the PTA slots returned to their baseline from 2019, the PT placements remained significantly lower in 2021. Social distancing and CI availability had the most considerable impact on CEE offerings. Site coordinators of clinical education also suggested that the greatest supports needed from the academic institutions were educating students on COVID-19 prevention and providing personal protective equipment (PPE) to students for their CEEs. This article also offers suggested incentives that academic sites can provide their clinical partners, such as in-services earning continuing education units, to enhance their participation in clinical education. All clinical education stakeholders must collaborate to provide students with the required clinical educational opportunities. Academic sites should continue to provide support, training, and incentives to CIs to enhance participation from clinical education sites. Educational programs must add content about COVID-19 to their curriculum and consider providing students with PPE during their rotations to restore the number of CEEs post-COVID-19 pandemic.

Facilitators and Barriers to Providing Clinical Education Experiences Through the Lens of Clinical Stakeholders.

Although the provision of clinical education (CE) experiences affords many benefits to clinical stakeholders, little published literature exists regarding the factors influencing decisions of site coordinators of CE (SCCE), clinical administrators, and clinical instructors (CI) to provide CE. Site coordinators of CE and CIs navigate workplace expectations while making decisions about their engagement in CE experiences. The purpose of this study was to determine clinical stakeholders' perceptions of facilitators and barriers to the provision of CE experiences for entry-level Doctor of Physical Therapy students. This study used survey data from a previous study on perspectives related to payment for CE experiences. The survey questions analyzed included responses provided by 501 clinical administrators, 445 SCCEs, and 657 CIs. Retrospective analysis of survey data included frequencies and percentages of responses for nominal and categorical data. Open-ended survey questions underwent content analysis to identify overarching concepts and subordinate categories. Clinicians are most motivated to serve as CIs by "enjoyment of teaching" (274, 49.4%) and a sense of "professional responsibility" (147, 26.5%). Site coordinators of CEs indicated that the top challenges faced in soliciting CIs were the ability to manage challenging students (347, 69.0%), lack of experience serving as a CI (227, 63.4%), ability to maintain productivity standards (220, 61.5%), and clinician burnout (219, 61.2%). Although all participants agreed that their organization promotes a culture of teaching, clinical administrators agreed at a higher percentage than SCCEs (97.8% vs 94.3%, respectively). Clinical instructors identified values and benefits that were, at times, in contrast to the organizational culture. The discrepancies in perceptions among stakeholders that were uncovered by this research provide a unique lens that has not been addressed in the literature to date. To provide meaningful support for CIs, it is imperative that directors of CEs, clinical administrators, and SCCEs clearly understand the perceptions of the CI.

The Socialization and Development of the Coordinator of Clinical Education in Athletic Training

Context Coordinators of Clinical Education (CCEs) play an important role in clinical education, yet they often receive little to no formal training in the role. The experiences of the CCE and preparation for their role is unknown; therefore, the purpose of this study was to explore the professional socialization of CCEs into their roles. Methods A total of 36 CCEs with a minimum of 1-year experience as a CCE (31 women, 5 men; 5.2 ± 4.7 years of experience as CCE) participated in this qualitative study. Data saturation guided the number of participants. Seven focus-group interviews were completed following a semistructured interview guide developed based on previous socialization research. Data were analyzed through consensual qualitative review, with data coded for common themes and subthemes. Trustworthiness was established via peer review and multianalyte triangulation. Results Two themes emerged: role and socialization. Role is described as responsibilities, collaboration, and challenges. Participants described responsibilities including complete oversight of clinical education, preceptor development, evaluation and assessment of clinical skills, and administrative duties. CCEs described the importance of collaboration, both internally and externally. CCEs faced challenges such as time management, conflict management, and navigating institutional policies. Socialization described preparation, integration into the role, resources, and needs. CCEs described minimal preparation, and most did not feel prepared to take on all aspects of the role. CCEs described role integration, which included meeting with the program director, reviewing the job description and the Commission on Accreditation of Athletic Training Education (CAATE) Standards, and trial and error. During socialization, they described a variety of resources such as conferences and the CAATE Standards to provide guidance. Last, participants identified needs including specific job description, a timeline for tasks, and professional development. Conclusions Overall, participants felt adequately prepared for some aspects of their roles, but less prepared for others. Additional professional development is necessary to make CCEs more successful.

Characteristics Needed to Transition from Exemplary Clinical Instructor to Successful Site Coordinator of Clinical Education: A Qualitative Study

Introduction: In physical therapist (PT) education, the site coordinator of clinical education (SCCE) administers and manages clinical placements for student clinical education experiences from the clinical side. Characteristics of successful site coordinators of clinical education (SCCEs) have been established; minimal evidence informs the identification of individuals with those characteristics. One cannot assume that exemplary clinical instructors (CIs) will become effective SCCEs. Purpose: The purpose of this qualitative study was to investigate if the characteristics of exemplary CIs are consistent with the traits needed in a successful SCCE candidate by exploring these 3 aims: (1) Describe characteristics of exemplary CIs. (2) Identify characteristics needed to fulfill the SCCE position. (3) Determine if exemplary CIs are well-suited to transition to the SCCE position. Methods: SCCEs and exemplary CIs participated in one-on-one interviews. Inductive and deductive methods were employed and triangulated to provide multiple sources of data to examine the research questions. Results: Exemplary CIs (n=12) demonstrate excellence and commitment to clinical education. These natural leaders “pay-it-forward.” SCCEs (n=12) demonstrate commitment to clinical education, professional drive, and strong managerial and leadership skills. Transitioning from CI to SCCE involves a significant learning curve, and participants agreed that “you have to want it.” Conclusion: While exemplary CIs have the characteristics needed to become a successful SCCE, they should carefully consider its demands. SCCEs should be recruited based upon assessment of aptitude, not longevity or seniority. Ultimately, every SCCE should be an exemplary CI, but not every exemplary CI is prepared to be an SCCE. These findings may apply to individuals serving in similar roles across health professions.

Program Administrators' Perceived Challenges Associated With Developing Preceptors

Context Understanding potential barriers that prevent program administrators from providing high-quality preceptor development opportunities will help inform strategies of preceptor development. Objective To explore the challenges program administrators encounter when developing preceptors for graduate, professional athletic training programs. Design Consensual qualitative research. Setting Individual semistructured phone interviews. Patients or Other Participants Eighteen program administrators (17 coordinators of clinical education, 1 program director; 5.92 ± 4.19 years of experience) participated in this study. Data saturation guided the number of participants. Data Collection and Analysis Semistructured interviews were recorded and transcribed verbatim. A 4-person research team used a consensus process to analyze data and identify emergent themes. A consensual codebook was created after researchers independently coded the data and discussed emergent themes. Credibility of the findings was established through multiple researchers, an external auditor, and member checks. Results Two themes emerged, delivery and content. How to deliver development posed a challenge, with work schedules and geographical spread inhibiting the ability to schedule one in-person group meeting. Lastly, participants struggled to balance their own workloads to overcome the challenges of curating and delivering multiple preceptor development opportunities in addition to their existing academic obligations. Identifying which content to include that was relevant and useful to a variety of preceptors regardless of setting or experience was also a challenge for our participants. Participants felt that some preceptors were reticent to learn about program policies, accreditation requirements, or newly included clinical skills, making large-group development opportunities more challenging. Conclusions Administrators may need multiple preceptor development options to accommodate the varying levels of experience, desired content, and geographical locations of preceptors; however, this subsequently increases workload challenges. Educating institutional administrators about the demands of developing preceptors may open dialogue regarding workload and provision of necessary resources associated with preceptor development.

Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study.

Clinical instructors play a key role in physical therapist professional education but may serve with minimal preparation and without clearly defined expectations for their teaching performance. The objective of this study was to utilize a consensus-building process to establish core competencies of clinical teaching within physical therapist education. A modified Delphi approach was used to identify core competencies of clinical teaching. An expert panel consisted of clinical instructors, site coordinators of clinical education, and directors of clinical education, representing multiple geographic regions in the United States. The panel assessed the relevance of 30 original competencies. Criteria for consensus included 75% of participants perceiving the competency as very or extremely relevant and a median score of 2 (very relevant) on a 5-point Likert scale. Consistent with a Modified Delphi approach, quantitative and qualitative data analysis were completed for each of the 3 rounds. Revised surveys were used in Rounds 2 and 3 based on the results from previous data analysis. Twenty-four competencies achieved final consensus. The competencies were categorized within 3 domains: learner-centered educator (n = 8), assessor/evaluator (n = 7), and professional role model (n = 9). The 24 competencies and 3 domains provide the foundation for a competency framework for clinical teaching in physical therapy. This framework provides clarity for the expected knowledge, skills, and attitudes of clinical instructors in physical therapist professional education. This is the first study, to our knowledge, to utilize a consensus-building strategy to clearly define competencies of clinical teaching in physical therapist professional education. Like efforts in nursing and medical education, adoption of these competencies could promote consistency in clinical instructor teaching behaviors and contribute to the creation of assessment and professional development mechanisms for clinical instructors, positively impacting the preparation of the next generation of excellent physical therapist clinicians.

The benefits and barriers of hosting students within allied health private practice settings: The perspective of private practice and clinical education coordinators

Background: Allied health graduates are increasingly employed in private practice settings despite limited placement opportunities during training. Understanding the benefits and barriers of hosting allied health student placements is an important step in supporting initiatives to expand clinical placement capacity within this sector. Aims: This study aimed to explore the benefits and barriers of hosting allied health students within private practice organisations from the perspective of practices who currently, have previously, and who have never hosted students and university clinical education coordinators. Methods: A thematic analytical approach was applied to interview data (private practices n=26) and focus group data (clinical education coordinators n=13) and a thematic network tool was used to determine common themes. Results: Three overarching themes were generated: 1) Local and wider perceived value of placements, 2) Challenges and concerns, and 3) Weighing up. Conclusion: The findings of this study have highlighted a range of benefits and challenges of hosting students that are carefully weighed up by practices within allied health professions. The perceived benefits to the practice and staff, as well as the wider professions are weighed up against the required resources of time, physical spaces and opportunities for students to participate in client care.

Clinical Education Coordinators' Selection and Deselection Criteria of Clinical Education Experiences

Context Athletic training students have identified clinical education as the most important aspect of their education when transitioning to practice. However, athletic training students have been frustrated with a lack of engagement, mentorship, and diversity within their clinical education experiences. As such, the selection and deselection of clinical sites is critical to creating effective learning experiences. Objective To explore how clinical education coordinators (CECs) select and deselect clinical education experiences (sites and preceptors) for clinical integration and immersion. Design Consensual qualitative research. Setting Individual teleconference interviews. Patients or Other Participants Thirteen CECs (age = 42 ± 8 years, experience in current role = 8 ± 8 years) from accredited professional master's programs who were in their position for at least 1 year and had at least 1 immersive rotation. Data Collection and Analysis All interviews were audio recorded and transcribed. A 3-person data analysis team used a multiphase process to identify the emerging domains and categories. Trustworthiness was established through member checking, multiple researcher triangulation, and auditing. Results Two themes emerged from the participant responses: accreditation compliance and strategic choices. We found participants expressed the theme of accreditation compliance as a major facilitator when selecting or deselecting clinical education placements. Strategic choices, such as student aspirations and focus on the quantity over the quality, were used by CECs to select clinical education placements which develop student autonomy and provide diverse experiences. However, the CECs engaged in convenient preceptor selection based on geographical location and previous relationships. Conclusion(s) Our findings suggest CECs leverage convenient clinical education opportunities that comply with accreditation expectations. CECs should be strategically selecting clinical education opportunities that move beyond accreditation minimum standards and focus on high-quality experiential learning, which leads to autonomous practice and embraces the diversity of the profession.

The Impact of an Intergroup Dialogue Workshop on Culturally Competent Clinical Behaviors in Athletic Trainers

ContextAthletic trainers (ATs) possess moderate levels of cultural knowledge and awareness but a lower capacity to demonstrate culturally competent clinical behaviors. Proven educational strategies for improving culturally responsive care have yet to emerge. Intergroup dialogue is a pedagogical approach that may bridge the knowledge-to-practice gap, promote equity, and enhance culturally competent patient care.ObjectiveTo determine the impact of an intergroup dialogue workshop on cultural knowledge and awareness and on clinical behaviors associated with cultural competence.DesignMixed-methods cross-sectional cohort.SettingIn-person workshop and survey with web-based survey follow-up.Patients or Other ParticipantsSixteen practicing ATs.Intervention(s)ATs participated in an intergroup dialogue workshop designed to improve cultural competence. Cultural awareness and sensitivity (CAS) and culturally competent behavioral intentions (CCB) were measured quantitatively using a modified Cultural Competence Assessment. Written survey responses recorded participants' workshop experiences and patterns of culturally competent clinical behaviors.Main Outcome Measure(s)A 2 × 3 analysis of variance with Tukey post hoc (P < .05) calculated differences in the CAS and CCB measurements over time (preworkshop, immediately postworkshop, 6 weeks postworkshop). Written responses were coded to identify common themes, type and frequency of behavior modifications.ResultsThe CAS scores were greater postworkshop when compared to preworkshop values (P = .010), with no further change 6 weeks postworkshop (P = 1.00). The CCB was significantly higher postworkshop (P < .001), and then returned to baseline values 6 weeks postworkshop. Qualitatively, however, there was evidence of sustained behavioral change 6 weeks postworkshop, with a majority (11, 69%) of participants reporting clinical behavior changes.ConclusionsOur results offer initial support for the efficacy of an intergroup dialogue workshop to promote culturally responsive clinical behaviors among ATs. This method may be used by AT educators, coordinators of clinical education, and practitioners to prepare current and future ATs with knowledge and skills to be culturally competent practitioners.

Exploring Best Practices in Preceptorships: Preceptor Selection

Context Athletic training programs have autonomy to select preceptors based on program objectives. Due to a lack of empirical evidence outlining best practices for graduate programs, program administrators must appraise this themselves. Gaining information on what stakeholders believe is most appropriate when considering clinicians for the role of preceptor may help administrators choose preceptors who are well suited to teach. Objective The purpose of this study was to explore stakeholders (ie, preceptors, program directors, clinical education coordinators) beliefs of the ideal qualities of athletic training preceptors. Design Hermeneutic phenomenological approach. Setting Individual phone interviews. Patients or Other Participants Nineteen individuals (10 clinical education coordinators, 7 preceptors, 1 program director, 1 dual-role program administrator; 7.74 ± 6.30 years of experience). Data saturation guided the total number of participants. Data Collection and Analysis A semistructured interview guide was used to conduct interviews, which were recorded and transcribed verbatim. Data were analyzed by the primary investigator and coded into themes using the interpretative phenomenological analysis approach. Peer reviews and narrative-accuracy member checks established credibility. Results Participants discussed their desire for preceptors to prioritize their role as educator by being committed to teaching and creating abundant experiences for learners. In addition, participants described ideal preceptors as those who practice with professionalism by setting a good example, meeting administrative expectations, and having autonomous experiences beyond their professional degree. Finally, participants discussed preceptors should have the qualities of leaders by possessing a growth mindset, utilizing best practices as they relate to recent literature and evolving clinical skills, and embracing educational advancement. Conclusions To promote the best learning environment, preceptors should possess the qualities of an educator, professional, and leader. The findings of this study help inform decisions regarding who may be best suited to serve as preceptor. Future research should investigate what stakeholders believe are ideal components of preceptor development.

A Model of Practices of Exemplary Clinical Education Leaders

Introduction: Despite frequent turnover and stress in both Director of Clinical Education (DCE) and Site Coordinator of Clinical Education (SCCE) positions, there are those who demonstrate longevity and success in these roles. Review of the Literature: A recent regional investigation found that successful DCEs and SCCEs share characteristics common to exemplary leaders. The purpose of this qualitative study was to confirm if characteristics of DCEs and SCCEs who demonstrate longevity and success are consistent with the 5 Practices of Exemplary Leaders, an established leadership framework. Subjects: Directors and Site Coordinators of Clinical Education, recognized by peers as leaders with at least 10 years of experience in their position, were recruited through purposive sampling from regional clinical education consortia. Methods: A grounded theory approach was employed to explore qualities, skills and characteristics of DCEs and SCCEs with demonstrated success and longevity in their roles. Cognitive mapping and one-on-one interviews were conducted to explore participants’ perspectives. An inductive approach informed coding and thematic development. The DCE and SCCE data were combined for final thematic analysis. Results: Twelve participants completed the study. The findings describe leaders with a firmly established professional identity as a physical therapist and an action-oriented mindset, skilled in creating meaningful relationships, and a capacity to thrive with support. They demonstrate influence and impact the profession on multiple levels. Discussion/Conclusion: Results of this study validate that DCEs and SCCEs who demonstrate longevity and success in their roles have common leadership characteristics. A model is presented that describes who these leaders are, what they do, what allows them to reach their potential, and what they can achieve. This model can help identify individuals with the skills and traits to excel in these vital roles.

Athletic Training Educators' ConferenceApril 29–May 1, 2021

Athletic Training Educators' ConferenceApril 29–May 1, 2021

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.

Implementing a Virtual Care Clinical Placement for a Physiotherapy Student in a Hospital-Based Chronic Pain Programme.

Purpose: The aim of this case report was to determine the experiences and outcomes of implementing a part-time virtual care clinical placement for a physiotherapy student in a hospital-based chronic pain programme. Client Description: Three participants were involved in this clinical placement: an entry-level physiotherapy student, a physiotherapy clinical instructor, and an academic coordinator of clinical education from a Master of Science in Physical Therapy (MScPT) programme. Intervention: We implemented a part-time 40-hour virtual care clinical placement (10 h/wk for 4 wk) in a publicly funded chronic pain programme at Kingston Health Sciences Centre for an MScPT student from Queen's University in Kingston, Ontario. Measures and Outcome: The student's performance was evaluated by the clinical instructor using learning goals and the Canadian Physiotherapy Assessment of Clinical Performance. The participants also provided reflections on their experiences in their respective roles. The student achieved the learning goals and demonstrated competency at the level required for a senior-level placement. Overall reflections on the virtual care clinical placement were positive, with a few key challenges. Implications: Novel clinical placement opportunities can help prepare physiotherapy students for emerging practice experiences. This case report provides insight into one such experience.

Factors Impacting Athletic Training Program Directors' and Clinical Education Coordinators' Professional Roles

Factors Impacting Athletic Training Program Directors' and Clinical Education Coordinators' Professional Roles

Integration of Interprofessional Education Within the Didactic Aspect of Athletic Training Programs

Context Accreditation competencies have been updated to include interprofessional education (IPE) as a required focus for health care students. While the development and implementation of IPE learning activities have been documented in other professions, there is a dearth of information describing didactic integration of IPE within athletic training program curricula. Objective To ascertain how IPE is being integrated within the didactic curriculum of athletic training programs. Design Consensual qualitative approach. Setting Higher education institutions with accredited professional master's athletic training programs. Patients or Other Participants Seventeen program faculty (9 women, 8 men; 1 program director, 14 clinical education coordinators, 2 other program faculty) shared their perspectives on integrating IPE. Data Collection and Analysis Semistructured phone interviews were used. All interviews were digitally recorded and transcribed. Upon achievement of data saturation, a consensual qualitative analysis approach was employed to determine themes. Data trustworthiness was achieved through triangulation, member checking, and use of an external auditor. Results More than half of the programs represented in this study (11 of 17) report that IPE activities are a required component of their didactic curriculum. Themes for integration of IPE include delivery methods, educational content and objectives, assessment, and logistics. Sample IPE activities include case-based discussions, dedicated IPE courses, online modules, and simulation. Conclusions Integration of IPE into the curriculum requires logistical considerations such as determining which health care disciplines to include, resources available (time, space, personnel), as well as overall institutional support. Program faculty in our study described varied methods to deliver IPE learning activities that meet content goals and objectives. Prior to integrating IPE into an athletic training curriculum, program faculty should determine the method of delivery and what content will work to achieve the goals of relevant stakeholders. Consideration of these components for didactic integration should work to create cohesive and meaningful learning experiences.