•  
  •  
 

Abstract

Purpose: Clinical Instructors (CIs) have optimal opportunity to support non-cognitive attributes while observing and assessing student interactions with staff and patients because of the time spent with their students. There is a dearth of literature related to how items in the professional practice section of the Clinical Performance Instrument (CPI) are truly addressed during a clinical affiliation. Therefore, the purpose of this study was to record the occasions when lapses occur with respect to a student’s accountability, communication, or professional behavior, as well as assessing student and CI interpretations of how these instances were addressed, and subsequently corrected within the context of the clinical education experience and the student-CI dynamic. Methods: The sample for this study was drawn from four Doctor of Physical Therapy (DPT) programs located in the northeast region of the United States. Participants were recruited for the study with the assistance of each program’s Director of Clinical Education (DCE). After a “pre-survey,” both CIs and DPT students were sent the primary survey for 10 consecutive weeks via a text message to their personal smart phone. The 10-week survey corresponded with the last 10 weeks of the clinical experience for all CI/DPT student pairs. The primary survey asked both CIs and students whether a lapse in student accountability, communication, and/or professional behavior occurred in the given week and how the issue was addressed. Results: There were five instances where a student indicated that their CI addressed accountability, communication, or professional behavior with them regarding their patient care. In contrast, 3 clinical instructors reported instances where one of the attributes had to be addressed. Conclusion: The study concluded that students in their second or third affiliations were adequately prepared regarding accountability, communication, and professional behavior. However, a secondary conclusion may indicate that CIs are reticent to address non-cognitive behaviors because they may not equate them with the student’s ability to render effective care.

Author Bio(s)

Bruce N. Elliott, PT, EdD, MS, DPT, COMT, is an associate professor in the School of Physical Therapy at MCPHS University in Worcester, Massachusetts. He is a licensed physical therapist in both Connecticut and Massachusetts, having received his physical therapy degree from the University of Hartford.

Jon Rizzo, PT, PhD, ATC, is an associate professor/associate director in the Doctor of Physical Therapy program at the University of Connecticut in Storrs, CT. He is a licensed physical therapist and athletic trainer in Connecticut, having received both of these degrees from the University of Connecticut.

Figure 1 TIFF.tiff (32874 kB)
Figure 1

Share

Submission Location

 
COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.