The Apprentice Clinical Instructor (ACI): A Mentor/Protégé Model for Capstone Integrated Clinical Education (C-ICE)
| Autor: | Jennifer Collins, J. J. Mowder-Tinney |
|---|---|
| Rok vydání: | 2012 |
| Předmět: |
Learning cycle
Medical education Knowledge management ComputingMilieux_THECOMPUTINGPROFESSION business.industry Professional development Work related Experiential learning Summative assessment ComputingMilieux_COMPUTERSANDEDUCATION Medicine Capstone Apprenticeship business Competence (human resources) |
| Zdroj: | Journal of Physical Therapy Education. 26:33-39 |
| ISSN: | 0899-1855 |
| DOI: | 10.1097/00001416-201207000-00005 |
| Popis: | Background and Purpose. Educators suggest that experiential learning and apprenticeships promote student learning through participation in authentic or real-world activities. Full-time clinical education placements are common experiential learning opportunities, while academic settings primarily provide didactic learning. The purpose of the Apprentice Clinical Instructor (ACI) model is to provide students with (1) an innovative approach to the advanced clinical education experience within the academic program and (2) the skills necessary to be effective clinical instructors. Method/Model Description and Evaluation. In the Capstone Integrated Clinical Education (C-ICE) course at Nazareth College in Rochester, New York, the ACIs mentor less-experienced students (proteges) in an on-campus, pro bono clinic during an integrated clinical education experience. The mentor/protege model provides opportunity for ACI dialogue and reflection with proteges and clinical instructors (CIs). Evaluation of the model was compiled from assessment of ACI performance by CIs and proteges, self-assessment, reflective journal entries by the ACIs, and curricular review. Outcomes. Over 90 Doctor of Physical Therapy (DPT) students participated as ACIs. Qualitative journal entries indicate that the ACIs found this to be a valuable learning experience for developing clinical instructor skills and confidence. Summative evaluation of their performance from CIs also indicate that the ACIs further developed their own clinical reasoning and client care skills through providing assistance and feedback to proteges. Discussion and Conclusion. The ACI model is a unique and effective approach for final-year DPT students to learn clinical instruction skills, while continuing to develop confidence in practice skills. It also is a useful method to meet CAPTE Criteria 5.11-5.15. Although implemented in a program with an on-campus clinic, the approach could be incorporated into other experiential learning situations. Key Words: Clinical education, Peer mentorship, Clinical apprenticeship, Experiential learning. BACKGROUND AND PURPOSE Faculty members in physical therapist education programs strive for effective teaching methods that link foundational skills to clinical skills, often through methods such as clinical case studies and repeated practice in the classroom. Educational programs for health professions also rely upon the "real- world situations" in the clinic as essential in developing the competence necessary for graduates.1 Full-time clinical experiences for students in health care professions are supported by educational approaches such as experiential learning and apprenticeship. According to Dewey's2 experiential learning theory, such placements are likely to elicit reflective thinking, thereby enhancing learning. Kolb3 builds upon this theory, suggesting that concrete experiences are part of a learning cycle that then includes reflecting on the experience and connecting those reflections to previously learned theories as part of problem solving. In his work related to professional education, Schon4 differentiates between the technical competence usually emphasized in academia and what he describes as "professional artistry"- the ability to frame problems that arise in the unpredictable and conflicted situations of daily practice. He suggests that alternative models, such as coaching instead of teaching and guided apprenticeships with experts, are important strategies for the development of professional practitioners. Students also are more likely to gain the insight necessary to understand how and why to use technical skills when the expert incorporates reflection. In full-time clinical education, reflection requires time for the clinical instructor (CI) to guide and facilitate the learning process, as well as time for students to consider various possibilities and multiple perspectives. … |
| Databáze: | OpenAIRE |
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