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Establishing Consensus on Key Constructs for Physical Therapists' Readiness as Clinical Instructors: Development of
Anthony Carroll1,2,3,4, Kimberly Tyler1,2,3,4, Greg Gilbert1,2,3,4
1Anthony Carroll serves as the co-director of clinical education. Clinically his expertise is in the treatment of spine and chronic pain disorders and in Doctor of Physical Therapy Program, Tufts University, 136 Harrison Ave, Boston, MA 02111 (Anthony.Carroll@tufts.edu). Please address all correspondence to Anthony Carroll.
Introduction:
This study aimed to establish consensus on the essential qualities that determine a physical therapist's readiness to serve as an effective clinical instructor (CI) and to develop a self-assessment tool for clinicians considering this role. CIs are critical in transforming student physical therapists into entry-level clinicians, yet guidance on preparing for this role remains limited.
Review Of Literature:
The CI's role is well-established as vital to clinical education. Although the American Physical Therapy Association offers development opportunities through its credentialed CI Program, there is no widely accepted, evidence-based tool to help clinicians assess their readiness. Current literature highlights this gap, underscoring the need for a structured, self-assessment resource to support clinicians transitioning into educational roles.
Subjects:
A panel of 82 experts, including physical therapy educators and experienced CIs, participated in the study. Their backgrounds in clinical education and mentoring informed the consensus-building process.
Methods:
Using the Delphi method, the study conducted 3 rounds of expert feedback to develop and refine a checklist for CI readiness. An initial list of 14 constructs was presented, with revisions made in each round. A 75% consensus threshold determined inclusion in the final tool.
Results:
The Delphi process produced the CI Readiness Tool (CIRT), a checklist of 12 essential constructs for evaluating CI readiness. These constructs reflect the competencies and attributes needed for effective clinical instruction and were refined through expert consensus.
Discussion/Conclusion:
The CIRT supports clinician self-assessment and professional development in preparation for the CI role. It provides a structured, consensus-based approach to guided readiness. Despite limitations such as participant attrition during the Delphi process, the study offers a valuable framework for improving clinical education. Further research is needed to validate and expand the tool's use in various settings.
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