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A New Model to Advance a Collaborative Clinical Education Placement Process: A Consortium Core Network.

Jamie Bayliss1,2,3,4,5, Cara A Berg-Carramusa1,2,3,4,5, Amy Both1,2,3,4,5

  • 1Jamie Bayliss is the associate professor and director of clinical education at School of Health Sciences in the Department of Physical Therapy at the Mount St. Joseph University, 5701 Delhi Rd, Cincinnati, OH 45238 ( jamie.bayliss@msj.edu ). Please address all correspondence to Jamie Bayliss.

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Summary
This summary is machine-generated.

The Ohio Kentucky Consortium developed a centralized physical therapist clinical education (PT CE) placement process. This innovative model improved collaboration and sustainability between academic programs and clinical partners.

Keywords:
Clinical educationNetworkPhysical therapist educationPlacement process

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Area of Science:

  • Physical Therapy Education
  • Collaborative Healthcare Training
  • Clinical Placement Logistics

Background:

  • Contemporary physical therapist (PT) education faces challenges in clinical education (CE) placements.
  • Collaboration between PT academic programs and clinical partners is advocated for sustainable and mutually beneficial processes.
  • The 2014 Clinical Education Summit highlighted the need for innovative solutions to CE inefficiencies.

Purpose of the Study:

  • To describe the design and implementation of the Ohio Kentucky Consortium of Physical Therapy Educators (Consortium) Consortium Core Network's (CCN) centralized PT CE Placement Process (PT-CEPP) model.
  • To share participant perspectives on the PT-CEPP model's implementation.
  • To evaluate the effectiveness of a novel, centralized approach to PT CE placements.

Main Methods:

  • A novel 5-phase centralized PT-CEPP model was designed and implemented within the Exxat educational management platform.
  • The Consortium established a Steering Committee with representation from key stakeholders.
  • Post-implementation, a Qualtrics survey with open-text responses was used to gather participant perspectives, followed by thematic analysis.

Main Results:

  • The CCN included 100% of invited Programs (14/14) and 28% of invited Partners (101/364).
  • Initial implementation resulted in 1,005 offers and 549 CE placements.
  • Participant feedback highlighted role-specific benefits: Partners valued "centralization," while Programs valued "process."

Conclusions:

  • The shift to a centralized PT-CEPP model offers valuable lessons for optimizing processes in physical therapist clinical education.
  • The Consortium's experience demonstrates the potential for improved sustainability in CE placement systems.
  • Future iterations of the PT-CEPP model can be refined based on participant feedback and outcomes.