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! REHABTRENDS,! INC.! is! an! accredited! provider! of! continuing! education! by! the! Professional! Regulation! Commission.! It! was! established! on! May! 2011! by! a! group! of! professional! physical! therapists.!The!organization!regularly!conducts!postgraduate!courses!that!provide!its!members! and!other!stakeholders!with!an!opportunity!for!professional!growth!and!advancement!through! current!updates!in!the!practice.!
! ! MISSION!STATEMENT! ! REHABTRENDS,! INC.!commits! itself! in! providing! continuing! education! to! professional! Physical! Therapists! and! Occupational! Therapists! in! order! to! promote! development! and! improvement! in! the! quality! of! its! health! care! practice! in! the! Philippines.! It! aims! to! provide! world! class! lectures! and! seminars,! dealing! with! the! latest! evidenceObased! approaches! to! Physical! Therapy! and! Occupational! Therapy!practices.!Its!ultimate!goal!is!to!contribute!in!the!advancement!of!the!allied!medical!practice! in!the!Philippines.! ! VISION!STATEMENT! ! By!the!end!of!May!2019,!REHABTRENDS,!INC.!envisions!itself!as!the!centre!of!continuing!education!in!the! allied! health! profession! known! for! its! competent! ! and! dedicated! partners! to! provide! unbiased! and! updated!practices!nationwide!whilst!upholding!the!culture!of!excellence.! ! KEY!PRINCIPLES!OF!REHABTRENDS,!INC.! ! • Excellence! • Accessibility! • Affordability! • Innovation! ! !!!!!!!!!!!www.rehabtrends.com.ph!! !!!!!!!!!!!+639178684353! !!!!!!!!!!!rehabtrends.inc@gmail.com! ! Page 2 of 35
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! ENHANCING!ONE’S!ROLE!AS!A!CLINICAL!INSTRUCTOR! COURSE!DESCRIPTION! Enhancing!One’s!Role!as!Clinical!Instructor!is!a!seminar!for!Clinical!Instructors!and!Supervisors! that!will!help!them!acquire!a!greater!perspective!of!their!role!as!clinical!educators!and!enhance! their!skills!in!clinical!teaching.!This!program!will!provide!them!an!overview!of!clinical!education! in!order!to!situate!their!responsibilities!as!clinical!instructors.!Developing!a!simple!instructional! design! will! also! be! discussed! to! provide! a! guide! and! holistic! view! of! their! role! in! clinical! teaching.! This! will! be! a! good! opportunity! for! them! to! reflect! on! their! function! as! clinical! instructor!and/or!supervisor.!
PROGRAM!OUTCOMES! At!the!end!of!this!session,!the!clinical!educators!will!be!able!to!appreciate!their!role!as!clinical! instructors!which!will!help!pursue!and!practice!relevant!clinical!teaching!skills!necessary!to! ensure!students!learning!in!the!clinical!setting.!
INTENDED!LEARNING!OUTCOMES! At!the!end!of!the!session,!the!students!will!be!able!to:! • • • •
Explain!the!roles!and!responsibilities!of!clinical!instructors!! Revisiting/developing!goals/outcomes!of!the!institution!for!the!interns!or!students! Demonstrate!relevant!and!appropriate!clinical!teaching!skills!and!strategies! Integrate!appropriate!evaluation!procedure!for!students’!performance!in!the!clinics.!
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! ENHANCING!ONE’S!ROLE!AS!A!CLINICAL!INSTRUCTOR! RESOURCE!SPEAKER! Maria!Teresita!B.!Dalusong,!PTRP,!MHPEd! Professional!Experience:! Holding!to!Professional!licenses!–!Physical!Therapy!and!Teacher,!Ms.! Dalusong!is!currently!an!assistant!professor!at!the!University!of!the!East!–! College!of!Dentistry,!and!PartVtime!lecturer!at!Pamantasan!ng!Lungsod!ng! Maynila!–!College!of!Physical!Therapy.!She!also!worked!as!a!swimming!instructor!back!in!2001!–! 2007,!a!Science!teacher!at!Cradle!of!Joy!Learning!Center!(2005!–!2006)!and!PAREF!Rosehill! School!(2004!–!2005,!and!2006V!2007).!She!also!taught!Human!Anatomy!&!Physiology!&! Strategies!in!Health!Education!at!University!of!the!East!–!College!of!Nursing!in!2007!–!2009,!a! college!instructor!at!the!University!of!Santo!Tomas!–!College!of!Rehabilitation!Sciences!in!2009!V 2011.!She’s!also!been!handling!various!seminars!and!workshops!in!instructional!design!and! implementation,!Teaching!strategies!for!outcomeVbased!education!both!in!school!and!clinical! setting.! Educational!Background:! Ms.!Dalusong!finished!her!Bachelors!degree!in!Physical!Therapy!at!the!University!of!Santo! Tomas!–!College!of!Rehabilitation!Sciences!in!2004.!She!then!took!her!PostVgraduate!degree!at! the!University!of!The!Philippines,!Diliman!and!finished!in!2005.!Lastly,!she!finished!her!Masters! in!Health!Professional!Education!at!the!University!of!the!Philippines,!Manila!in!2011.! ! ! ! ! ! ! ! ! ! !!!!!!!!!!!www.rehabtrends.com.ph!! !!!!!!!!!!!+639178684353! !!!!!!!!!!!rehabtrends.inc@gmail.com! Page 4 of 35
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! ENHANCING!ONE’S!ROLE!AS!A!CLINICAL!INSTRUCTOR! PROGRAM!OUTLINE! Time! 7:00V8:00!AM! 8:00V8:30!AM! 8:30V9:15!AM! 9:15V9:45!AM!
Topic!
Method!of!Teaching!
REGISTRATION! Opening!Ceremonies! Institutional!Goals:!revisiting!and!revising!goals/outcomes! for!students!in!the!clinics! The!Roles!and!Responsibilities!of!Clinical!Instructors!in! achieving!students’!outcomes!
! Interactive!Lecture!
10:00!–!12:00NN!
Clinical!Teaching!Strategies! Evaluation!of!Student’s!Performance!
12:00!NN!
End!of!the!Activity!
Interactive!Lecture! Interactive!Lecture! Workshop!on! Instructional!Design! !
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RehabTrends!Member!
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Postgraduate course on Clinical Teaching: Enhancing One’s Role as Clinical Instructor CHED MEMORANDUM ORDER 23, 2007 Guidelines for PT Internship Program Article 1: VISION: The INTERNSHIP PROGRAM for Physical Therapy will be a venue for training interns to become humane and scientifically competent therapists who are responsive to the changing healthcare needs of society. Article 1: MISSION: It will be a well-planned & organized program at par w/ international standards that provides integration & application of theoretical knowledge towards the development of necessary competencies for the performance of expected professional roles. The program focuses on the role of physical therapist and occupational therapist in patient care and administration but also provides experience in other areas of practice. It intends to produce professionals who are: Able to work as members of a team Ethical, accountable, altruistic, socially responsible and compassionate Article 3: OBJECTIVES: The clinical training program aims to: 1. Integrate knowledge, skills and attitudes such as clinical, communication and professional behaviors expected of any entry-level physical therapists and occupational therapists. 2. Develop compassionate, ethical, and competent physical therapists and occupational therapists who are globally competitive, and committed to serve the health needs in both local and international communities.
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WHAT IS CLINICAL EDUCATION? A teaching and learning process which is student-focused and may be student-led, which occurs in the context of client care. It involves the translation of theory into the development of clinical knowledge and practical skills, with the incorporation of the affective domain needed for sensitive and ethical client care. Clinical education occurs in an environment supportive of the development of clinical reasoning skills, professional socialization, and lifelong learning.” :
McAllister,1997
THE THEORY – PRACTICE GAP IN PT EDUCATION (Obra, 2015) 1. Interns are able to fulfill their clinician roles. 2. Actual competencies did not level with the standards of competence expected of a competent clinician. 3. A need to better improve professional behaviors and patient management skills. 4. A disconnect between the academic preparation of students with the competencies required of them during clinical internship was evident THERE ARE INCONSISTENCIES (Gregada, 2014) • • • • • • •
•
Clinical exposure and learning vs testing Learning vs Testing Clinical teaching time vs Evaluation time Learned during academic vs Expected by CS Students’ expectations of demands of CS vs Actual demands by the CS Perceptions of “readiness” by the clinicians vs Perceptions of “readiness” by the academicians Incongruent teaching & learning strategies students are not used to o Large group to small group o Lecture where they listen to questioning where they have to answer o Information is given to discovery Lack of standardization in the clinics
CHARACTERISTICS OF A GOOD CLINICAL TEACHER Strategies of an Exemplary CE • • • • •
Creating and maintaining an open collegial relationship Adapting the experience to the student Facilitating clinical reasoning Making time for the student Receiving environmental support • Grageda, 2014
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HELPFUL TEACHING BEHAVIORS (RANK-ORDERED) (Jarski, et al., 1990) 1. 2. 3. 4.
Takes time for discussion and questions Answers questions clearly Provides constructive feedback Provides students with opportunities to practice both technical and problemsolving skills 5. Is willingly accessible to students 6. Discusses practical applications of knowledge and skills 7. Shares his or her knowledge and experience 8. Creates practice opportunities for students 9. Asks questions that stimulate problem solving 10. Deals with students in a friendly, outgoing manner 11. Emphasizes problem-solving approaches rather than solutions per se 12. Asks questions in a nonthreatening manner 13. Demonstrates a genuine interest in the student 14. Demonstrates enthusiasm for teaching 15. Demonstrates sensitivity to patient needs 16. Summarizes major points at the conclusion of the teaching session 17. Demonstrates skills for students 18. Is actively and regularly engaged in clinical practice 19. Actively promotes discussion 20. Demonstrates sensitivity to student needs (eg, feelings of inadequacy, frustration) HINDERING TEACHING BEHAVIORS (RANK-ORDERED) (Jarski, et al., 1990) 1. 2. 3. 4. 5. 6. 7. 8. 9.
Questions students in an intimidating manner Corrects students' errors in front of patients Bases judgments of students on indirect evidence Fails to adhere to teaching schedule Fails to recognize extra effort Discusses medical cases in front of patients Is difficult to summon for consultation after hours Appears to discourage student-faculty relationships outside of clinical areas Gives general answers to specific questions 10.Fails to set time limits for teaching activities
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CLINICAL TRAINING PROGRAM DESIGN •
Training Manual o Minimumrequirements o Ensure quality patient care o Reflect the
REVISIT AND REFOCUSING OUR GOALS AND OUTCOMES FOR STUDENTS • • • •
Visit our institutional mission and vision Clients/patients’ profile Specialized services Staff Clinical Competencies or specializations
VISION • • •
Humane Scientifically Competent Responsive to changes in Health Needs
MISSION • • •
Well planned program Integrate theories into practice Patient care and administration experiences
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REVISIT THE MISSION & VISSION: MCKENZIE INSTITUTE USA ORTHOPEDIC MANUAL PHYSICAL THERAPY FELLOWSHIP PROGRAM VISION: The McKenzie Institute USA Orthopaedic Manual Physical Therapy Fellowship Program serves fellow candidates, clinicians, patients and the medical community by promoting excellence in MDT/OMPT practice, education and research and collaborating with local educational institutions,health care facilities, and national and international associations. MISSION: The Mission of The McKenzie Institute USA Orthopaedic Manual Physical Therapy Fellowship Program is to develop and provide to licensed physical therapists an organized guided pathway to develop advanced skills in the understanding and application of the principles of MDT for musculoskeletal disorders as developed by Robin McKenzie. Furthermore, the program endeavors to encourage these students to participate in research and education related to this method and be experienced in the clinical application of other OMPT approaches and research.
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TRANSLATE TO OUTCOMES What the interns will achieve or be able to perform at the end of the rotation. 1. Create vehicles to improve the psychomotor skill and problem solving abilities of orthopaedic manual physical therapists, thereby expanding the quality of care delivered to individuals across the lifespan with orthopaedic related impairments and functional limitations resulting from musculoskeletal pathology a. Perform appropriate and proper manual therapy assessment, problem solving skills and treatment b. Provide or deliver quality of care to individuals across lifespan with orthopaedic related impairments and functional limitations resulting from musculoskeletal pathology 2. Insure a strong foundation in MDT principles, provide training in evidence-based orthopaedic physical therapy examination and intervention for people with musculoskeletal conditions a. Demonstrate strong MDT principles and evidence based orthopedic physical examination and intervention for people with musculoskeletal conditions DEVELOPING & WRITING OUTCOMES: 1. Determine the objectives set by the CHED 2. Determinethecompetenciesthatmaybe developed in your institution based on your specialization or strengths 3. Determine the level of domains may be realistically developed/ achieved with your internship program - integration of K,S,A DOMAINS OF LEARNING (BLOOM, 1956) Cognitive domain • Intellectual capability • Knowledge or “think” Affective domain • Feelings, emotions and behaviour • Attitude or “feel” Psychomotor domain • Manual and physical skills • Skills or “do”
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BLOOM’S TAXONOMY OF OBJECTIVES Cognitive Knowledge Remember Understand
Affective Attitude Receive (Awareness) Respond (React)
Apply (Use) Value (Understand and Act) Analyze Organize personal value (Structure/Elements) system Evaluate ( Assess, Judge in Internalize value system relational terms) (Adapt Behavior) Create (New Ideas)
Psychomotor Skills Imitation (Copy) Manipulation (Follow Instructions) Develop Precision Articulate (Combine, integrate related skills) Naturalization (Automate, become expert)
TIPS FOR LEARNING OUTCOMES •
• • • • • • •
Specific: Write the outcome so that it expresses exactly what the learner is going to show, perform or accomplish, hence a specific action that is observable; start with an action verb. Measurable: Identify the deliverables, focus on the evidence that learners will produce. Attainable or Achievable: Ensure that the outcome can be achieved; Realistic: Ensure that you have the appropriate resources to successfully attain the outcomes; Time-bound: Set target completion date State learning outcomes as short-term statements and SMART. State learning outcomes as results, not processes (activities or strategies) Outcomes are ends; activities are means. Choose only one observable verb/behavior in a statement of outcome; choose the behavior/that is of a higher dimension of complexity.
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INSTRUCTIONAL DESIGN MATRIX Intended Outcomes A. Communication Skill 1. Demonstrate a good rapport and pleasant B. Evaluation & Assessment of Patient 1. Perform a comprehensive patient examination session efficiently of patient with musculoskeleta l condition
Content -Basic Reminder on Dealing with patients in the Clinics
-Examination procedures for acute condition -Special Tests for Musculoskeleta l D/O
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Teaching – Learning Strategy
Roles of Instructor/Rol es of Student
Evaluation/Pro cedure Tool
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Clinical Micro skills (Gordon & Meyer, 1992) 1. Set clear goals & expectations 2. Collaborative learning 3. Probing for supporting evidence and encouraging higher order thinking when supervising 4. Teaching general rules 5. Reinforce what students did well 6. Providing feedback 7. Encouraging reflection & integration OUTCOMES!
Integrate & Refine K,S,A
Competent
Globally Competitive
Compassionate
Ethical
Committed
KNOWLEDGE • Lecture discussion/reporting • Case presentation or analysis • Supervision and mentoring • Independent Study SKILLS • Demonstration • Interaction with Standardized patients • Clinical practice instruction – real patients • Preceptorship and mentoring • Side by Side Teaching ATTITUDE • Demonstration • Role Modelling or showing through example
CASE PRESENTATION OR DISCUSSION IN SMALL GROUP • • •
Venue for presenting clinical data & discussion problems of patients, differential dx and tx plan Skills developed by students: organizing patients’ problems, analyzing clinical data , decision – making skills Skills of clinical instructors: framing of right questions, probing, challenging, giving right & specific feedback
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ROLE PLAYING •
Acting out an event for themselves
DEMONSTRATIONS • • •
Showing of the why and how something ought to be done Learners: attentive to the skill and to the key points; should be given time to practice Clinical Instructor: should perform accurately the skill at a normal phase and at a slow phase; involves verbal explanation of the key points; should teach one skill at t time
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STEPS IN DEMONSTRATION (Teague et. Al, 2002) 1. Perform the procedure at a normal pace 2. Perform the procedure at a slower pace while providing full explanation as the maneuver s are done. 3. Encourage to ask questions and clarifications. Or CI poses questions while doing the procedure. 4. Recap of the steps; CI performs again but asks the interns verbally the next step. 5. Interns practice & perform the procedure under close supervision 6. Immediate feedback is given to the student SIDE BY SIDE TEACHING working alongside the learner • • • •
Clinical educator acts as a role model Patient interaction are more comprehensive and thorough Clinical educators do not make the learner feel they are being watched, but rather supported by a colleague Promotes a two-way learning environment
INDEPENDENT STUDY • • •
Learning by themselves under supervision Learners are given specific assignments Best used when learners have already acquired a working set of skills on which you can build upon
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ROLE MODELLING Human Role Model • • • • •
Role model embodies & enacts competencies & qualities of a physician “committed to ensuring the best care of our patient” (Frank 2005) A new approach to medical education that advocates teaching by example (Dornan, 2005) Demonstration of the desired behavior by a respected models. “Not only do physician role models have a strong influence in shaping the values, attitudes, behaviours and ethics of medical learners, they also have a significant impact on career paths of their students” (Wright, 1998, 2002)
5 ATTRIBUTES OF EFFECTIVE ROLE MODELS: WHAT DOES THE LITERATURE SAY? (Wright et al, 1998) 1. 2. 3. 4. 5.
Spending more than 25% of one’s teaching time Spending 25% more hours per week teaching and conducting rounds Teaching the psychosocial aspect of medicine Stressing the importance of doctor – patient relationship in one’s teaching Having served as a chief resident
PRECEPTING • • •
Preceptor Formal, one to one relationship of pre-determined length, between an experienced clinician and an intern (novice) designed to assist the novice in successfully adjusting to and performing new role Canadian Nurses Association, 2004
STAGES OF PRECEPTING 1. SUPERVISION & DIRECTION a. Preceptor led goals & decision making, close supervision b. Beginners in new or emergency situation 2. INSTRUCTION & COACHING a. Students takes more responsibility in pt care; b. Goals are set together Students view, perception, decision making & opinion are elicited 3. ENCOURAGEMENT & SUPPORT a. Student progress in her lead roles b. Preceptor listens to the intern, facilitate decision making, expresses support 4. ENTRUSTMENT & DELEGATION a. Allow students to develop their own plan of action & decision making ! !!!!!!!!!!!www.rehabtrends.com.ph!! !!!!!!!!!!!+639178684353! !!!!!!!!!!!rehabtrends! Page 15 of 35
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EVALUATION!VS!ASSESSMENT!VS!MEASUREMENT Evaluation • It!is!a!process!of!determining! the!worth!of!something: • It!involves!a!process!of! identifying,!collecting,!&! analyzing!the!necessary!data! (collectively!called!as! assessment)!to!guide!decision! making. • making!a!judgement!based! on!the!assessment!findings.! Assessment!and!judgement! (Abarquez,!1996)
Assessment Is!the!process!of!identifying,! collecting,!&!analyzing!the! necessary!data!to!determine! how!much!learning!students! have!achieved.
Measurement As!signing!numbers!to! characteristics!of!an!object,! event!or!person!according!to! pre:established!rules.
ARTICLE XI [CMO No. 23 s.2007] PERFORMANCE EVALUATION Evaluation of interns’ performance during clinical training should be consistent with the type of program, clear and explicit, and appropriate to the level of the intern. 1. Suggested areas of evaluation may include, but are not limited to the following: 1. Patient care 2. Documentation 3. Professional behavior 4. Case presentations/conferences/ reports 5. Journal or special topic reports 6. Written and/or practical examinations 2. The performance grade should be based on pre-determined, objective and clearly explained grading scheme. 3.The results of the performance evaluation shall be explained to the intern at least at mid- term and at the end of rotation.
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What do we assess? Action Performance Competence Knowledge
Does
Behavior
Shows how
A simple model of competence: Miller’s triangle
Does
Performance assessment
Shows how
Knows how
Cognition Knows
Knows how
Written assessment
Knows
MILLER’S TRIANGLE Miller, G.E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65: S63-S67.
Climbing Miller’s triangle
Does
Shows how
Knows how
Knows
Performance tests in vivo: direct observation of clinical practice; Performance tests in vitro: practical exam, OSCE Context-based tests: MCQ, essay, oral
Factual tests: MCQ, essay, oral
Miller, G.E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65: S63-S67.
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Miller, G.E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65: S63-S67.
Assessment Methods
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EDUCATIONAL PRICIPLES 1. Assessment methods should match the learning modalities/outcomes a. Perform appropriate and proper manual therapy assessment, problem solving skills and treatment given a musculoskeletal case b. Provide or deliver quality of care to individuals across lifespan with orthopaedic related impairments and functional limitations resulting from musculoskeletal pathology c. Perform appropriate and proper manual therapy assessment, problem solving skills and treatment given a musculoskeletal case d. Perform appropriate and proper manual therapy assessment, problem solving skills and treatment given a musculoskeletal case 2. Students are entitled to learning experiences which will adequately represent the assessment methods.
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EVALUATION/ASSESSMENT METHODS •
Observation o Use of anecdotal notes, checklists, or rating scales to measure various aspects of student performance o Advantage: wide range of student performance areas covered o Disadvantage: influence of evaluator’s biases and perspective
•
Simulation and models o Use of models, or standardized patients, and exercises to measure various aspects of students’ performance o Advantages: assesses wide range of student performance in most areas Consistency in evaluation o Disadvantages: Evaluators’ bias and environmental factors Requires organization
• • •
Standardized patient examination Objective structured clinical examination Standardized oral examination
•
Checklist evaluation of performance o Use of a checklist of specific behavior or steps in a procedure or competency that is breakdown-able. o Advantage: Evaluates procedure and communication skills o Disadvantage: Limited for thinking skills Consensus in checklist construction
•
Patient surveys o Use of questionnaire to measure aspects of patient satisfaction with the student’s care o Advantage: Triangulation o Disadvantage: Questionnaire construction • Patients’ language and literacy
• •
Portfolios Student self-assessment o Student assessment of their skills to identify needs, evaluate progress and determine strengths o Advantage: Independence in learning • Promotes reflective thinking o Disadvantage: Perceived as extra work
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•
Student clinical / learning logs o Reflections on daily experiences which serves as basis for reflecting group discussion (group or individuals) o Advantage: Promotion of reflection and active learning o Disadvantage: Perceived as extra work • Not objectively assessed
•
Written examination o Usually MCQ items to sample knowledge and application of PT/OT principles, not just ability to recall o Advantages: Cognitive;Immediate feedback and ease of scoring; Questions can be taken from reviewers o Disadvantage: Limited for organization, writing and performance; Difficulty in construction
•
Product evaluation
ASSESSMENT TOOLS A device used to measure attainment of a given outcome Refers to the specific kind of test (MCQ, T/F) or instrument containing the criteria for measurement (checklist or rating scale) • EXAMPLE: o ASSESSMENT METHOD: Practical Exam o ASSESSMENT TOOL: checklist, or rubrics INSTRUCTIONAL DESIGN SAMPLE • •
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APPENDIX The Teaching Doctor CHED Memorandum McKenzie Course Outcome (Sample) Blooms Chart Worksheets (2) ID Output Rubric Feedback Form Summative Evaluation
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Office of Health Sciences Education
Fall 2010
“Evidence base is as important in educating new doctors as it is in assessing a new chemotherapy.” Stewart Peterson, Professor of Medical Education, Leicester
In this issue... We provide evidence for role modeling as an important teaching method in medical education.
“I WANT TO BE LIKE YOU”:
ROLE MODELS IN MEDICAL EDUCATION “Keep away from people who try to belittle your ambitions. Small people always do that, but the really great make you feel that you, too, can become great.” Mark Twain
Key ideas include... 5 attributes of effective role models 10 tips for role models in medical education
A role model embodies and enacts the competencies and qualities of a physician “committed to ensuring the best care of our patients” (Frank, 2005). Role modeling is important, especially now in the rapidly changing environment of medical education. Clinical teachers should not
underestimate their influence. Students and residents will look at an attending physician’s behavior and say, “That’s what I want to do” or “I will never do it like that.” When I am with a learner in my Rheumatology clinic, I want them to see how I interact with patients. I want learners to see that a physician can show empathy and compassion even during a short clinic visit. If my residents or clerks walk away with that message, I feel that I have contributed to their development as physicians. Mala Joneja, MD, MEd, FRCPC Program Director Rheumatology
Role modeling as a teaching strategy Role modeling and the hidden curriculum Role modeling and professionalism
New York Times, Dec 12, 2006 (http://www.nytimes.com/2006/12/12/health/12docs.html)
WHY IS IT IMPORTANT TO ROLE MODEL? Role Modeling as a Feature of Medical Education A century ago, William Osler spurred a new approach to medical education by advocating for teaching by example (Dornan, 2005). Sociologist Robert Merton coined the term “role model” in 1968. The term “role model” first appeared in a Co-‐ lumbia study of the socialization of medical students, and the term is now widely
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used. Today, role modeling is thought to be salient to medical education, both in conveying planned curriculum objectives and non-medical expert competencies. Not only do physician role models have a strong influence in shaping the values, attitudes, behaviours and ethics of medical learners, they also have a significant impact on career paths of their students (Wright, 1998, 2002). Learners pattern themselves on physicians they respect and trust.
OFFICE OF HEALTH SCIENCES EDUCATION, QUEEN’S UNIVERSITY 1
ROLE MODELING AS A TEACHING STRATEGY “A teacher is someone who can teach you something or facilitate your learning, while a role model is a person from whom you want to gain some of their attributes. Role modeling is much more encompassing.” Wright & Carrese Some examples of attributes taught through role modeling: Professionalism
Clinical reasoning
Demonstrating compassion
Triage of clinical problems
Showing empathy
Dealing with uncertainty
Educating patients
Resource management
Breaking bad news
Dealing with conflict
Communication skills
Reporting medical error
Work-life balance REMEMBER: All things listed above are positive behaviours, but remember that negative behaviours are probably also learned through role modeling
ROLE MODELING AND THE HIDDEN CURRICULUM What do Residents See? Residents See Everything
“The hidden curriculum [affects] the nature of learning, professional interactions, and clinical practice. Faculties of Medicine must…ensure that the hidden curriculum is regularly identified and addressed by students, educators, and faculty throughout all stages of learning.” AFMC
Although there is an implicit aspect to role modeling, physician role models also described heightened awareness and deliberate actions. Respected “physician role models described role modeling consciousness [emphasis added], in that they specifically think about being role models when interacting with learners” (Wright & Carrese, 2002).
Different Types of Curricula Curriculum is the sum total of medical educational experiences. This includes: ● formal curriculum - official, explicit, written, planned course of study ● informal curriculum – additional, unwritten, impromptu learning experiences ● hidden curriculum – unintentional, unconscious, unplanned education of values, attitudes, beliefs, behaviours, and culture
Hidden Curriculum Hidden curriculum refers to the learning that occurs when we least know it is happening. For example, messages about medical culture, social arrangements, relationships, privileged opinions, and omitted value systems are often learned implicitly. The hidden curriculum refers to what residents, clerks and students learn by watching their preceptors when explicit teaching is not taking place. This could be interpreted as moments when learners observe what attending staff do (or do not do) as part of their practice; in other words, learning that takes place via role modeling. The impact of mindful and attentive role modeling as an effective teaching method cannot be underestimated if we are to consider the significant learning that takes place as part of the hidden curriculum.
Page 23 of 35 2 OFFICE OF HEALTH SCIENCES EDUCATION, QUEEN’S UNIVERSITY
5 ATTRIBUTES OF EFFECTIVE ROLE MODELS: WHAT DOES THE LITERATURE SAY? Through a case-control study, Wright et al (1998) identified five attributes that distinguish excellent clinical role models from their colleagues. These characteristics are related to “behaviours that can be modified or skills that can be acquired” (Scott et al, 2002). Based on the results, it is not surprising that excellent role models love teaching. In addition, physicians who spent time building relation-
ships with residents outside of when they are acting as attending staff— such as morning reports or teaching conferences—were twice as likely to be viewed as excellent role models. 5 attributes were independently associated with being named an excellent role model: 1. Spending more than 25% of one’s time teaching
week teaching and conducting rounds when serving as an attending staff 3. Teaching the psychosocial aspects of medicine 4. Stressing the importance of the doctor-patient relationship in one’s teaching 5. Having served as a chief resident (Wright et al, 1998)
2. Spending 25 or more hours per
10 TIPS FOR ROLE MODELS IN MEDICAL EDUCATION 1. Teach…(Teachers ARE the role models for medical students and residents)
6. Tell learners what you are thinking… (Show them your work)
2. Talk…(Build a connection and rapport with learners)
7. Articulate what you are modeling… (Make the implicit become explicit)
3. Don’t think that you cannot be a role model if you are not a superstar…(What are your strengths?) 4. Don’t try to be perfect…(Learners know and should see that their teachers are human) 5. Develop an agenda…(What will be your footprint? What message would you like to leave for future physicians?)
“[Role Modeling is] directing one’s teaching to the learner’s needs [and] enjoying teaching ” Wright et al Page 24 of 35
8. Maintain your own standards of excellence… (Be your best, and they will follow) 9. Look for role modeling opportunities in all settings… (The teachable moments are everywhere) 10. Don’t underestimate your influence! (Learners see and hear everything; they look to you as an example)
I want to be like you.
I barely want to be like me.
Lawrence, B. (Executive Producer). (2001). Scrubs (television series). New York: ABC Studios.
OFFICE OF HEALTH SCIENCES EDUCATION, QUEEN’S UNIVERSITY 3
ROLE MODELING AND PROFESSIONALISM
044/1 Osler Library Photography Collection, Osler Library of the History of Medicine, McGill University, Montreal
Role modeling is a powerful tool for passing on knowledge, skills and values, including professionalism. However, medical students have expressed concern about unprofessional behaviour, and there
is concern that there are not always good role models around. Repeated negative experiences may adversely impact the development of professionalism in students and residents because when senior doctors show poor attitudes, this can be confusing for learners. In this situation, they will see the emphasis in professionalism in their curriculum, but a lack of it in their day-to-day experience. Perhaps, institutions that value moral leadership can reward good role models and ensure that learners spend time with these teachers. It has also been suggested that all
faculty could learn to be good role models. The characteristics possessed by good role models are attributes that can be developed over time. Looking at it from the learner’s perspective, medical students and teachers need to be aware of the implicit influence of role models and the influence of the hidden curriculum. They should know that they will see positive and negative behaviours, and they can choose who to emulate. Medical educators hoping to promote professionalism must take into account the influence of role models.
Frank, J.R., (Ed.). (2005). The CanMEDS 2005 physician competency framework. Better standards. Better physicians. Better care. Ottawa: The Royal College of Physicians and Surgeons of Canada. Nuala, P.K., Mann, K.V., & MacLeod, H. (2003). Role Modeling in physicians’ professional formation: Reconsidering an essential but untapped educational strategy. Academic Medicine, 78(12), 1203-1210. Rose, G.L., Rukstalis, M.R. & Schuckit, M.A. (2005). Informal mentoring between faculty and medical students. Academic Medicine, 80(4), 344-348. Saultz, J. (2007). Are we serious about teaching professionalism in medicine? Academic Medicine, 82(6), 574-577.
SOURCES Association of Faculties of Medicine of Canada. The future of medical education in Canada (FMEC): A collective vision for MD education. (http://www.afmc.ca/fmec/ pdf/collective_vision.pdf). Published 2010. Retrieved August 18, 2010.
Stern, D.T., & Papadakis, M. (2006). The developing physician - Becoming a professional. The New England Journal of Medicine, 355(17), 1794-1799.
Brainard, A.H., & Crislen, H.C. (2007). Learning professionalism: A view from the trenches. Academic Medicine, 82(11), 1010-1014.
Wright, S.M. & Carrese, J.A. (2002). Excellence in role modelling: insight and perspective from the pros. Canadian Medical Association Journal, 167(6), 638-643.
Dronan, T. (2005). Osler, Flexner, apprenticeship and ‘the new medical education.’ Journal of the Royal Society of Medicine, 98(3), 91-95.
Wright, S.M., Kern, D.E., Kolodner, K., Howard, D.M., & Brancati, F.L.. (1998). Attributes of excellent attendingphysician role models. The New England Journal of Medicine, 339(27), 1986-1993.
Page 25 of 35
Wright, S. (1996). Examining what residents look for in their role models. Academic Medicine, 71(3), 290-292.
Published by Elaine Van Melle and Gurjit Sandhu, Office of Health Sciences Education In collaboration with Mala Joneja, Rheumatology Please send ideas, questions, comments and/or requests for additional copies to: vanmelle@queensu.ca
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Enhancing One’s Role as Clinical Instructor, Jul 10, 2016 Prepared by. Tetchie Dalusong, PTRP, MHPEd
The COURSE OUTCOMES for those completing the training are: (outcomes are what the students will acquire/develop at the end of the training program) • Development of high level clinical reasoning and psychomotor skills in MDT/OMPT. • Eligibility to apply for Fellowship in the American Academy of Orthopedic Manual Physical Therapists (AAOMPT). • Recognition of Fellowship training by the APTA.
VISION The McKenzie Institute USA Orthopaedic Manual Physical Therapy Fellowship Program serves fellow candidates, clinicians, patients and the medical community by promoting excellence in MDT/OMPT practice, education and research and collaborating with local educational institutions, health care facilities, and national and international associations. MISSION The Mission of The McKenzie Institute USA Orthopaedic Manual Physical Therapy Fellowship Program is to develop and provide to licensed physical therapists an organized guided pathway to develop advanced skills in the understanding and application of the principles of MDT for musculoskeletal disorders as developed by Robin McKenzie. Furthermore, the program endeavors to encourage these students to participate in research and education related to this method and be experienced in the clinical application of other OMPT approaches and research.
The mission, vision and outcomes were obtained from McKenzie Institute website www.mckenzieinstituteusa.org/fellowship.cfm
McKenzie Institute USA Orthopedic Manual Physical Therapy Fellowship Program
SAMPLE: NOTICE the alignment of the vision, mission and course outcomes.
Article 3: OBJECTIVES: The clinical training program aims to: 1. Integrate knowledge, skills and attitudes such as clinical, communication and professional behaviors expected of any entry-level physical therapists and occupational therapists. 2. Develop compassionate, ethical, and competent physical therapists and occupational therapists who are globally competitive, and committed to serve the health needs in both local and international communities.
Article 1: MISSION: It will be a well-planned & organized program at par w/ international standards that provides integration & application of theoretical knowledge towards the development of necessary competencies for the performance of expected professional roles. The program focuses on the role of physical therapist and occupational therapist in patient care and administration but also provides experience in other areas of practice. It intends to produce professionals who are: • Able to work as members of a team • Ethical, accountable, altruistic, socially responsible and compassionate
CHED MEMORANDUM ORDER 23, 2007 Guidelines for PT Internship Program Article 1: VISION: The INTERNSHIP PROGRAM for Physical Therapy will be a venue for training interns to become humane and scientifically competent therapists who are responsive to the changing healthcare needs of society.
REHABTRENDS INC. Postgraduate course on Clinical Teaching: Enhancing One’s Role as Clinical Instructor
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Develop evidence-based orthopaedic physical therapy examination and intervention for people with musculoskeletal conditions*
2.
Evidence Based Orthopedic physical therapy Examination and intervention
Psychomotor skills & problem solving skills in orthopedic manual PT
CONTENTS
> Lecture – Demonstration > Side by Side Teaching with real patients
> Lecture > Facilitate Case Discussion
Problem solving cognitive domain
Physical Examination & Intervention cognitive and psychomotor domains
> Lecture – Demonstration > Side by Side Teaching with real patients
Teaching Strategies Clinical Instructor’s activity (Clinical Instructor acts as preceptor throughout the rotation/program)
Psychomotor skills – psychomotor
(not included in the Instructional Design Matrix)
Learning Domain
> Case Presentation > Independent Study
> Return – Demonstration/ practical exam
Teaching Strategies Interns’ Activities
Direct observation, Standardized patient exam, OSCE, Student Self – survey
Written exam, oral exam,
Direct observation, Standardized patient exam, OSCE, Student Self – survey
(possible evaluation methods)
Evaluation
Questionnaire Checklists, rating scale
Checklist, rating scale
Evaluation Tool
Enhancing One’s Role as Clinical Instructor, Jul 10, 2016 Prepared by. Tetchie Dalusong, PTRP, MHPEd
*The specific outcomes are NOT the exact objectives from the www.mckenzieinstituteusa.org/fellowship.cfm. They are rephrased for the purpose of leading the participants of the seminar on how to develop a congruent instructional design.
Refine or improve the psychomotor skill and problem solving abilities on orthopaedic manual physical therapy*
1.
At the end of the rotation, interns will be able to:
SPECIFIC OUTCOMES*
COURSE OUTCOME: Development of high level clinical reasoning and psychomotor skills in MDT/OMPT.
McKenzie Institute USA Orthopedic Manual Physical Therapy Fellowship Program (www.mckenzieinstituteusa.org/fellowship.cfm)
REHABTRENDS INC. Postgraduate course on Clinical Teaching: Enhancing One’s Role as Clinical Instructor
Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalise, Summarise, Put into your own words, Paraphrase, Convert, Demonstrate, Visualise, Find out more information about
Speech, stories, drama, cartoons, diagrams, graphs, summaries, outlines, analogies, posters, bulletin boards.
Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Retell the story in your own words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book.
Tell, List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognise, Match, Reproduce, Memorise, Draw, Select, Write, Recite
Events, people, newspapers, magazine articles, definitions, videos, dramas, textbooks, films, television programs, recordings, media presentations
Make a list of the main events . Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the …in the story. Make a chart showing.. Make an acrostic. Recite a poem
teachers.net/lessons/posts/355.html www.teachers.ash.org.au/researchskills/dalton.htm www.lgc.peachnet.edu/academic/educatn/Blooms/critical_thinking.htm
Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a point of view. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about t he study area. Write a biography of the study person. Prepare a report. Arrange a party and record as a procedure. Review apiece of art including form, colour and texture
Surveys, questionnaires, arguments, models, displays, demonstrations, diagrams, systems, conclusions, reports, graphed information
Analyse, Distinguish, Examine, Compare Contrast, Investigate Categorise, Identify Explain, Separate Advertise, Take apart Differentiate, Subdivide, deduce,
Prepare a list of criteria to judge a ……..show? Remember to indicate priorities and ratings. Conduct a debate about a special issue. Make a booklet about 5 rules you see as important to convince others. Form a panel to discuss views. Write a letter to .... advising on changes needed at … Write a half yearly report. Present your point of view.
Recommendations, selfevaluations, group discussions, debates, court trials, standards, editorials, values.
Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritise, Determine, Critique, Evaluate, Criticise, Weigh, Value, estimate, defend
Invent a machine to do a specific task. Design a building to house your study. Create a new product, give it a name and then devise a marketing strategy. Write about your feeling sin relation to … Design a record, book or magazine cover. Sell an idea. Devise a way to … Compose a rhythm or put new words to an old song.
Experiments, games, songs, reports, poems, speculations, creations, art, inventions, drama, rules.
Create, Invent, Compose, Predict Plan, Construct Design, Imagine Propose, Devise Formulate, Combine, Hypothesize, Originate, Add to, Forecast,
Dalton.J & Smith.D [(1986) Extending Children’s Special abilities – Strategies for Primary Classrooms
Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a papier-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game showing the ideas from an area of study. Make a clay model of an item in the area. Design a market strategy for your product. Dress a doll in costume. Paint a mural. Write a textbook outline.
Diagrams, sculptures, illustrations, dramatisations, forecasts, problems, puzzles, organisations, classifications, rules, systems, routines.
Solve, Show, Use, Illustrate, Construct Complete, Examine Classify, Choose Interpret, Make Put together, Change, Apply, Produce, Translate, Calculate, Manipulate, Modify, put into practice
Revised Blooms Taxonomy – Verbs, Materials/situations that require this level of thinking, Potential activities and products REMEMBERING UNDERSTANDING APPLYING ANALYSING EVALUATING CREATING
VERBS
MATERAILS SITUATIONS
POTENTIAL ACTIVITIES & PRODUCTS
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REHABTRENDS INC. Postgraduate Course on Clinical Teaching: Enhancing One’s Role as Clinical Instructor Group Workshop 1: 1. Clinicians working together in the same institution will form one group. 2. You will revisit the mission, vision and goals of your institution. 3. Then, revisit your goals/objectives/ for the interns at the end of their rotation in your institution (what knowledge, skills and attitudes) do you want them to acquire/develop. Members: Review your institutional mission & vision: INSTITUTION: ______________________________________________________________ ADDRESS: _________________________________________________________________ Clients’/patients’ General Profile A. Approximate number of patients per day: ___________________________________________ B. Most common to least common cases: ______________________________________________ (you may set an approximate percentage for each patient, e.g. 50% musculoskeletal conditions, 20% neurologic cases, 10% pediatric, etc.) Staffs’ General Profile Number of full time staff working in the department: ________________________________ Number of volunteers or part time staff working in the department: ____________________ Number of interns: _____________________________________ Clinical Staffs’ competencies or specializations: ______________________________________ Specialized Rehabilitation Services offered in your institution: __________________________________ VISION:
MISSION:
GOALS/OBJECTIVES:
Enhancing One’s Role as Clinical Instructor, Jul 10, 2016 Prepared by Ms. Tetchie Dalusong, PTRP, MHPEd
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PAGE 1
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Enhancing One’s Role as Clinical Instructor, Jul 10, 2016 Prepared by Ms. Tetchie Dalusong, PTRP, MHPEd
PAGE 2
Group Workshop 1: 1. Based from your goals, develop or write SMART learning outcomes for your interns. Keep in mind that these outcomes should be achieved at the end of their rotation. Intended Outcomes Contents (you may Teaching Strategies Teaching Strategies Evaluation Procedure indicate the learning Clinical Instructor’s activity Interns’ Activities or Method & domain beside the Evaluation Tool content)
Members:
REHABTRENDS INC. Postgraduate course on Clinical Teaching: Enhancing One’s Role as Clinical Instructor
1
2
Criteria for Grading Prepared by: T.Dalusong, PTRP, MHPEd
In order to pass and gain the CPE units, the participants should at least achieve an average of “3” (“meet”) based on the scale provided.
Module Description The general description and purpose of the module/instructional design are clearly stated Learning goals/objectives/outcomes Goals/objectives/outcomes are SMARTly written (specific, measurable, attainable, realistic, time-bound). The objectives address the needs of the beneficiaries; The objectives are written properly and with clarity Content The topics provided are appropriate to the learning goals/outcomes Instructional Strategy Appropriate, realistic and feasible instructional strategies are chosen The instructional methods chosen promotes and facilitates achievement of the goals/outcomes. Learner centered activities are utilized to foster interaction between learners and content & between learners & learners or instructors. Assessment & Evaluation Assessment and evaluation are aligned with learning objectives/outcomes. Opportunities for formative assessment/feedback are provided to ensure improvement in learning Instructional Materials Use of instructional materials, tools, and venue are included to maximize learning Overall The objectives are aligned and are appropriate with the contents, teaching learning strategies and assessment techniques
The rubric will use following scale: 1 Non-Existent - Not Present, but should be based on course design and content or not appropriate for this course. 2 Developing - Some evidence of this criterion, but needs to be presented clearer or better developed. 3 Meets - Evidence of this criterion is clear and is appropriate for this course. More could possibly be added. 4 Exceeds - Evidence of this criterion is clear, appropriate for this course, and demonstrates best practices in a manner that role models its use N/A - Not applicable based on course design and content. 3
4
Instruction for the participants. 1. The participants will create an instructional design of their clinical institution 2. The Instructional Design/Module should give a clear reason of its purpose based on the existing needs of its beneficiaries (students, interns, or patients). 3. The beneficiaries of this module (patients, students, interns, staff) should be described well. 4. Keep in mind that when preparing the instructional design, it should be clear to the person (clinical staff, clinical instructor, or teacher) who will use it even if they are not the ones who prepared or developed it.
ID OUTPUT RUBRIC General Instruction: 1. The participants will be grouped together however, the members of each group will depend on the actual number of participants. 2. Each group will be oriented and instructed on how to create a partially completed instructional design during the workshop. A feedback will follow on how they can improve and further develop the partially completed Instructional Design. 3. Participants will be given a deadline (1 to 2 weeks) to submit their completed and improved output. The score of the submitted output will be given after 1 or 2 weeks after the submission deadline. 4. A rubric will be used to grade the completed output.
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!
Guidelines!for!Completion!of!the!Course! (Enhancing(One’s(Role(as(Clinical(Instructors)( !
! The!continuing!professional!education!(CPE)!council!for!Physical!and!Occupational!Therapy!of!the! Professional!Regulation!Commission!have!revised!the!guidelines!for!awarding!CPE!units!or!newly!called! as!CPD!units!(continuing!professional!development!units).! ! The!participants!of!a!CPE/CPD!accredited!course!should!be!evaluated!to!ensure!that!the!program! outcome!and!intended!learning!outcomes!of!the!course!were!met.!All!participants!of!this!course!are! required!to!complete!the!following!evaluation!method:! ! 1.!Formative!Evaluation! ! The!formative!evaluation!is!a!short!essay!type!of!examination!that!aims!to!reinforce!the!learning!of!the! participants!for!the!aforementioned!course.!This!formative!evaluation!should!be!submitted!at!the!end!of! the!course.!All!participants!are!encouraged!to!finish!the!formative!evaluation!during!the!allotted!time!to! avoid!cramming!and!to!ensure!the!quality!of!their!outputs.!Please!turn!the!page!to!see!the!allotted! pages!for!the!formative!evaluation.! ! 2.!Summative!Evaluation! ! This!evaluation!will!be!given!as!an!activity!where!in!participants!will!be!asked!to!pass!a!written!output.! These!written!outputs!will!be!graded!using!the!output!rubric!attach!to!this!manual.!Please!turn!the!page! to!see!general!instructions!for!the!written!output.!
! ! ! ! ! ! ! ! ! ! ! ! ! !
! !!!!!!!!!!!www.rehabtrends.com.ph!! !!!!!!!!!!!+639178684353! !!!!!!!!!!!rehabtrends.inc@gmail.com! ! Page 32 of 35
!
! ! FORMATIVE!EVALUATION!
Enhancing(One’s(Role(as(Clinical(Instructors!
! ! COMPLETE!NAME:!________________________________________________________! (Surname,!!! ! First!Name! ! ! !Middle!Initial)! PROFESSION:! (!)!Physical!Therapist!(!)!Occupational!Therapist!! !
1. Briefly!explain!the!roles!and!responsibilities!of!clinical!instructors.! ! ! ! ! ! ! ! 2. Briefly!enumerate!and!discuss!different!clinical!teaching!skills!and!strategies!and!student! evaluation!in!the!clinics.! ! ! ! ! ! ! ! ! ! ! ! !!!!!!!!!!!www.rehabtrends.com.ph!! !!!!!!!!!!!+639178684353! !!!!!!!!!!!rehabtrends.inc@gmail.com! ! Page 33 of 35
SEMINAR(FEEDBACK(FORM( Clinical(Instructors’(Role(in(Clinical(Training(Program(Enhancement( July(10,(2016! A. In!a!scale!of!1!to!5!or!NA!(1!=!unsatisfactory,!5!=!very!satisfactory,!na=not!applicable),!encircle!one!number!to!rate!your!degree!of! satisfaction!with!the!following!statements.! !
Score!
Comments!
Visual(aides( Readability!of!text!
1!–!2!–!3!–!4!–!5!I!na! !
Clarity!of!diagrams!
1!–!2!–!3!–!4!–!5!I!na! !
Content!
1!–!2!–!3!–!4!–!5I!na!!! !
Overall!quality!of!presentation!
1!–!2!–!3!–!4!–!5I!na!!! !
Voice(and(projection( Clarity!of!speech!!
1!–!2!–!3!–!4!–!5I!na!!! !
Good!general!impression!
1!–!2!–!3!–!4!–!5I!na! !
Good!contact!with!audience!
1!–!2!–!3!–!4!–!5I!na! !
Venue(/(Physical(arrangement( Cleanliness!of!the!room!
1!–!2!–!3!–!4!–!5I!na!!! !
Clarity!of!the!sound!system!
1!–!2!–!3!–!4!–!5–!na! !
Enough!chairs!were!allotted!to!the!participants!
1!–!2!–!3!–!4!–!5I!na!!! !
!
!
Accessibility!of!the!venue!
1!–!2!–!3!–!4!–!5I!na! !
!
!
! !
Content( The!seminar!covered!what!I!was!expecting!
1!–!2!–!3!–!4!–!5I!na!
!
Did!we!achieved!the!program!outcome?!
!
!
1!–!2!–!3!–!4!–!5I!na!
!
•
To!appreciate!their!role!as!clinical!instructors! which!will!help!pursue!and!practice!relevant! clinical!teaching!skills!necessary!to!ensure! students!learning!in!the!clinical!setting!
Did!we!achieved!the!intended!learning!outcomes?!
!
•
Explain!the!roles!and!responsibilities!of!clinical! instructors!
1
–!2!–!3!–!4!–!5I!na!
!
•
Revisiting/developing!goals/outcomes!of!the! institution!for!the!interns!or!students!
1
–!2!–!3!–!4!–!5I!na!
!
•
Demonstrate!relevant!and!appropriate!clinical! teaching!skills!and!strategies!
1
–!2!–!3!–!4!–!5I!na!
!
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SEMINAR(FEEDBACK(FORM( Clinical(Instructors’(Role(in(Clinical(Training(Program(Enhancement( July(10,(2016! 1!–!2!–!3!–!4!–!5I!na!
!
1!–!2!–!3!–!4!–!5I!na!
!
Sufficient!duration!for!demonstration!to!fully!understand! 1!–!2!–!3!–!4!–!5I!na! the!application!
!
Value!for!MONEY!(Worth!it?)!
1!–!2!–!3!–!4!–!5I!na!
!
Overall(rate(of(satisfaction(
1!–!2!–!3!–!4!–!5!–!na!
!
•
Integrate!appropriate!evaluation!procedure!for! students’!performance!in!the!clinics.!
Significance/usefulness!of!topic!in!the!profession!
SUGGEST(TOPICS(FOR(FUTURE(SEMINARS!
! ! !
! B.
Please!comment!on!how!the!seminar!was!helpful!to!you.! ! !
C.
Please!specify!topics!presented!in!the!seminar!that!were!specifically!interesting.! ! !
!
! D. How!did!you!know!about!the!seminar?!(check!the!appropriate!choice/s)! ! ____Facebook!Ads!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____!RehabTrends!Email! ____Facebook!Groups!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____!RehabTrends!Website! !!!!!!!!!(Pls.!Specify!the!group:____________________)!!!!_____Others!!!!!!!!!!(Pls.!Specify:!_______________________)! ____Facebook!Events! ____RehabTrends!Like!Page! E. Are!you!a!REHABTRENDS!Member?!(!)!Yes!(!)!Not!yet!
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