Perspectives of Clinical Site Educators of the Processes, Benefits and Barriers to PT and PTA Clinical Education

Purpose/Hypothesis : The Education SectionÕs Strategic Plan includes goals to Òpromote scholarly activities... that facilitate evidence based educational practicesÓ and to Òincrease professional development ...to enhance the various educator rolesÓ. Current evidence is limited on the perspectives of clinical site educators, and yet this is key for the academic faculty to systematically make changes and set new strategies. The purpose is to examine trends among clinical site educators regarding their perceptions of benefits and barriers to clinical education. The findings will assist the academic faculty with setting clinical education goals, and ideas for collaboration with our clinical partners.Number of Subjects : 113 completed surveys out of 473 sent or 24%.Materials/Methods : A survey was sent to all CCCE partners of The Ohio State University. This included three sections: Demographic information, including roles, facility type, location, size, and extent of clinical education involvement; Clinical Education processes included site visits, communication preferences, time frames and formats; and perceived benefits and barriers of clinical education. The survey was distributed to all 473 CCCE contacts.Results : Response rate of 24%. Respondents were CCCEs (79%), CIs (14%), and administrators (6%), responding from a mix of practice settings. Respondents came from Ohio (74%) and 17 other states in all areas of the country. 25% of the sites require their staff to take students. One-third of the facilities take 1-3 PT students and 43% take 1-3 PTA students total per year with a range of 0-20+. Facilities take students from an average of 11 PT programs, and 2.6 PTA programs. Sites identified a number of strategies utilized when deciding offerings each year. Regarding clinical education processes, 70% either strongly agreed (SA) or agreed (A) that midterm site visits are valuable while 81% either SA or A that midterm calls are are valuable. Over 80% SA or A that the voluntary March mailing date helps them to stay organized with their process. A variety of benefits were also identified by respondents as well as barriers to taking students.Conclusions : Much can be gleaned from the results of our survey with regards to the processes as well as perceived benefits and barriers to clinical education. These results are from clinical partners of only one PT program so more work should be done to generalize these results. However, as we move forward to address the challenges faced in PT and PTA clinical education, we can make changes to enhance the experience for the DCE, student, CCCE and CI.Clinical Relevance : Clinical education encompasses 1/4 to 1/3 of the education of PT and PTA students. It takes a tremendous effort from academic programs and their clinical partners along with dedicated students to ensure quality clinical experiences to educate the therapists of the future. We need to take time and effort on the academic side to support our clinical partners in order to further our profession and maintain the high standards set for our students.

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  • Control #: 1727399
  • Type: Poster
  • Event/Year: CSM2014
  • Authors: Tonya Apke, Amelia Siles
  • Keywords: Clinical Education |Benefits and Barriers|Collaboration

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