(Summary of discussion from clinical education workshops)
Helpful strategies and approaches
- Set clear expectations
- Give daily feedback and/or regular feedback as appropriate – both positive and negative
- Enthusiastic supervisor
- See the situation as a two person partnership
- Demonstrated respect for colleagues
- An effective instructor has a ‘bond’ with patients
- Diversity of activity
- Its okay to make mistakes, students, we all, learn from mistakes
- Keep a daily journal of student performance observations and this makes filling out the evaluation easier
- Important to feel that instructor is open to receiving information and student feels free to talk
- empowering students through building confidence
Not so helpful
- Expecting an exact copy of yourself
- When students are so fearful of doing something wrong
- Too much reading and observing time and not enough active participation
Current Directions in Clinical Education and Education of Physical Therapists
- more emphasis on critical thinking, problem-solving models, differential
- diagnosis, professional attributes, self-reflection, self-directed learning, lifelong learning
- more emphasis on assessment approach and analysis of information gathered and less emphasis on learning multiple discreet clinical treatment skills and practical skills labs, ie: not so ‘task oriented’ but instead ‘case-oriented’
- research methodology, being a consumer of research, how to efficiently and routinely use research findings in daily caseload management
- more emphasis on health systems, health care delivery models, interprofessional health care delivery models, population health, determinants of health, primary health and primary health care
- performance evaluation is focused on global competencies for the profession, quality indicators and outcomes vs discreet clinical skills
- variety of supervision models
- preparing a clinical ‘diagnostician’/a ‘problem-solving’ professional
- professional ethics, responsibility and accountability
- clinical supervisors are ‘mentors’ who guide, support and challenge the maturation of clinical reasoning skills