Research and Application for Funding

New Resource for Cultural Competence Education in PT
Authored by Karen Panzarella PT, PhD, and Mary Matteliano MS, OTR/L,
State University of New York at Buffalo
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Professional Development Needs of CIs
Presented at World PT Conference. Oct. 2007
Full article

Professional Development Needs of CI's
Presented at World PT Conference. Oct. 2007
Full article

Professional DPT Students' Perspectives on the Use of An Integrated Standardized Patient Examination.
Platform Presentation at ELC. Oct. 2008
Full article

Clinical Instructors Perspectives on the Rights and Priveleges Offered by Academic Programs and Workplaces.
Poster Presentation at Combined Sections. Feb. 2008
Full article

Clinical Instructors' Self-Perception of Competence in Teaching Core Content Areas of Curriculum to Professional DPT Students: Implications for Academic Programs, Journal of Physical Therapy Education
2008; 22(2): 51-59
Recker-Hughes C, Pivko S, Mowder JJ, Brooks G.
Link to article

"A testimonial from a Clinical Instructor turned Director of Clinical Education about student mentoring"
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Self-Reported Characteristics of Physical Therapy Clinical Instructors: A Comparison to the American Physical Therapy Association's Guidelines and Self-Assessments for Clinical Education

Kathleen M. Buccieri, PT, MS, PCS
Kathleen Schultze, PT, MS, CHT
Jill Dungey, PT, MS, GCS
Theresa A. Kolodziej, PT, DPT, MS
Shauna Malta, PT, MS
Samantha Marooco, PT, MS. GCS
Janice Michaels PT, DPT
Renee Stolove, PT, MA, MPH

Abstract:

Background and Purpose: The purpose of the study was to determine, by self-report, the professional development and educational activities engaged in by physical therapists (PTs) who choose to be clinical instructors (CIs) in physical therapist education programs. The research sought to describe the characteristics of CIs, correlate the characteristics to selected guidelines for CIs from the American Physical therapy Association's Guidelines and Self-Assessments for Clinical Education, and determine relationships between characteristics of CIs and self-report of effectiveness and competence as supervisors of physical therapists students.

Subjects: The investigators, participating academic members of the New York New Jersey Physical Therapy Clinical Education Consortium, randomly selected 349 clinical sites affiliated with the physical therapist education programs. From this sample of convenience, all CIs indentified on the Clinical Site Information Forms of selected clinical affiliates were selected as subjects.

Methods: Investigators-designed questionnaires tested for content and face validity were mailed to 1,812 CIs listed on the Clinical Site Information Forms by the Center Coordinators of Clinical Education at the 349 selected sites.

Results: Of the total surveys mailed, 621 surveys were returned, for a response rate of 33%. CIs were primarily female, had obtained professional (entry-level) Bachelor of Science or Master of Science degrees, had been practicing physical therapy for 2 or more years, has participated in continuing education courses, and had supervised between 1-4 students per year. CIs reported that they were effectively prepared to be CIs and felt competent in this role. Positive relationships existed between self-report of effectiveness and the respondent's age, years in physical therapy practice, years as a CI, total number of students supervised, credentialing as a CI, and the use of the Guide to Physical Therapy Practice.

Discussion and Conclusions: The outcomes of this study could provide information to academic and clinical communities for program development and training activities to enhance PT clinical education.

The Consortium is very proud of our members who have recently published an article in the Spring issue (2004) of The Journal of Physical Therapy Education. Please review the abstract below.

Martha Macht Sliwinski PT, PhD - Hunter College
Kathleen Schultze PT MS, CHT - The Sage Colleges
Ruth Lyons Hansen PT, MS, CCS - Mercy College
Shauna Malta PT, MS - Utica College
Suzanne R. Babyar, PT, PhD - Hunter College

Background and Purpose: The Clinical Performance Instrument (CPI) was developed by the American Physical Therapy Association in 1997 to evaluate physical therapy (PT) student’s performance during clinical education. The purpose of this study was to determine differences in expectations of academic PT faculty, clinical PT faculty and PT students regarding CPI performance ratings at the conclusion of the first full-time clinical education experience.

Subjects: Academic Coordinators of Clinical Education from nine PT education programs who were members of the New York/New Jersey PT Clinical Education Consortium (CEC) participated in the study 197 Students and 28 academic faculty (AF) from each of these programs responded. Clinical Instructors (CIs) were mailed surveys using the CEC mailing list with a response rate of 18%.

Methods: Respondents used a 100-mm visual analog scale (VAS) to indicate the expected final scores for students on the 24 CPI items. Linear measurements (mm) from the left anchor of the VAS were the dependent measures. One-way analysis of variance used to compare means among students, AF and CIs.

Results: Students, AF and CIs, did not expect entry-level competency on any CPI item. AF and CI demonstrated no significant differences on any of the 24 performance criteria. Twelve items showed no significant differences among the groups. Student expectation levels were significantly higher than the AF and CIs on 12 and 5 items respectively.

Discussion and Conclusions: AF and CIs agree about expected performance of students during their first full-time clinical experience. Students had higher expectations than AF and CIs on several items which may reflect students’ perceptions of confidence in more advanced skills. A larger sample from a wider geographic area is needed in future studies of the CPI.