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与物理治疗师临床教师自主评估教学有效性相关的专业经验

Stacy Carmel^1,2,3,4, Lori Kupczynski^1,2,3,4, Shannon Groff^1,2,3,4

¹Stacy Carmel, director of clinical education, assistant professor, Regis University, 333 Regis Blvd, G-4, Denver, CO 80221 (scarmel@regis.edu). Please address all correspondence to Stacy Carmel.

Journal, physical therapy education

|March 13, 2024

概括

具有董事会认证和高级证书的物理治疗师临床教师,以及定期的学生指导,报告了更高的教学效率. 这些经验,而不是多年的实践,是有效的临床教学的关键.

科学领域:

物理治疗教育教育物理治疗教育
临床指导临床指导
专业发展专业发展

背景情况:

物理治疗师 (PT) 学生依靠临床教练 (CI) 进行实践学习.
CI的教学效率 (CTE) 受其专业经验的影响.
了解这些经验可以改善CI的选择和培训.

研究的目的:

确定与自我评估临床教学有效性 (CTE) 相关的PT CIs的特定专业经验.
引导有效的CIs的选择和专业发展.
通过改善临床指导来提高学生的学习成果.

主要方法:

一项相关性研究调查了851名曾担任过CI的PTs.
数据是使用验证的临床教学有效性问卷在线收集的.
审查的因素包括董事会认证,认证级别和指导经验.

主要成果:

更高的自我评估CTE与美国物理治疗专业委员会 (ABPTS) 认证相关.
与APTA认证的临床教练计划 (CCIP) 1级和2级相关的更高的CTE.
指导更多的学生与更高的CTE有关.

结论:

通过ABPTS认证,CCIP一级和二级,以及定期的学生指导,提升了PT CI CTE.
住院,奖学金,多年的经验和多年的教学与CTE没有相关性.
培训人员职业应该支持信用卡在追求这些提高效率的证书和经验.

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