"To Teach is to Learn": Didactic and Clinical Teaching as a Learning Model for Residents
Purpose
Post-professional education has advanced dramatically with the onset of formal credentialing of residency and fellowship programs. While various educational models exist, our purpose is to highlight the use of mentored teaching as a means to enhance the resident’s path towards expert practice. This session will analyze novel residency teaching paradigms to foster clinical-decision making, leadership and professional responsibilities among both PT residents and entry-level DPT students.
Methods and/or Description of Project
Although this is a descriptive presentation, some methods of data collection have yielded positive outcomes which support the model described. These methods include surveying DPT alumni and all residency alumni, surveying employers of the DPT alumni and residency alumni, and DPT student feedback collected on resident teaching. The surveys data/comments have been collected and analyzed in aggregate to inform and improve the mentorship and teaching activities. Data include information on post-residency leadership activities and other examples of strong professional development.
Results/Outcomes
Preliminary outcomes/evidence has included consistent and clear feedback from residents about the effect of teaching content of their specialty area and how this reinforces their own knowledge base. Other comments from students and residents clearly support the involvement of residents in this aspect of the DPT curriculum. Not specifically associated with teaching within the residency, but potentially associated include a 100% pass rate from all residencies. As well, survey data reveal that post-residency professional involvement have included leadershop positions, clinical instruction, and continued involvement in academic teaching. Data collection is ongoing from the above sources: Data from two academic medical center models will be presented.
Conclusions/Relevance to the conference theme: Shaping the Future of Physical Therapy Education
This program describes a model that we deem as "Innovative in Teaching and Learning in PT (and PTA) Education". The model facilitates a layered approach to teaching and learning as a modality across the environments of the classroom, lab, clinic, and at professional conferences. The model fosters the development of early leaders in PT education and practice, and has strengthened the professional development of their clinical partners. The discussion in this program can be a means to collaborate among the panel members and the audience to further appraise and support residency curriculum development and how this intersects with the professional development of entry level DPT students and clinical partners. It is believed that this shared value and culture of teaching and learning will more broadly impact our profession as innovative models such as these evolve.
References
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Foord-May, L. , May W. Facilitating Professionalism in Physical Therapy: Theoretical Foundations for The Facilitation Process. J Phys Ther Educ 2007;21(3): 6-12.
Furmedge DS, Iwata K, Gill D. Peer-assisted learning – Beyond teaching: How can medical students contribute to the undergraduate curriculum? Medical Teacher. 2014; 36:9, 812-817.
Hakim E, Moffat M, Becker E, et al. Application of Educational Theory and Evidence in Support of an Integrated Model of Clinical Education. Journal of Physical Therapy Education 2014, 28(1): 13-21.
Hendrick P, Bond C, Duncan E, Hale L. Clinical Reasoning in Musculoskeletal Practice: Students’ Conceptualizations. Phys Ther 2009 89: 430-442.
Jones, S., Bellah, C., & Godges, J. A comparison of professional development and leadership activities between graduates and non-graduates of physical therapist clinical residency programs. J Phys Ther Educ 2008; 22(3): 85-88.
Weddle ML, Sellheim DO. An Integrative Curriculum Model Preparing Physical Therapists for Vision 2020 Practice. J Phys Ther Educ 2009; 23(1): 12-21.
Wright EA, Brown B, Gattig J, et al. Teaching and learning curriculum programs:
Recommendations for postgraduate pharmacy experiences in education. Am J Health-Syst Pharm. 2014; 71: 1292-1302.
Course Objectives
1. Examine the purpose, unique qualities, and innovative models of integrating teaching into various residency curriculums.
2. Describe methods to integrate teaching in residency education through multiple program models.
3. Analyze student and resident outcomes as related to teaching experiences in different residency program models associated with academic medical centers.
4. Analyze how the integration of resident teaching experiences may enhance the resident’s development as an expert practitioner.
5. Create a forum to discuss how teaching experiences promote the values of leadership and professional responsibility while enhancing expert practice and DPT student development.
Instructional Methods
Lecture, panel presentation, and group discussion
Tentative Outline/Schedule
I. Introduction (Kidder/Apke) – 20 min
A. Defining expert clinical practice, post-professional education, and Physical Therapist as educators; Evidence supporting teaching as a tool to advance competency.
II. Residency program models - Overview of current post-professional programs in academic medical centers. (DeWitt/ Cherny/ McHugh) – 30 min
A. Cincinnati Children’s program design
B. OSU program design
III. Preliminary outcomes/evidence supporting this model (Apke/Kidder) – 20 min
A. Surveys from past residents and employers
B. Entry-level and post professional student outcomes
IV. Integration of residents into the teaching opportunities (Siles) – 30 min
A. Opportunities for teaching (classroom, clinical, peer, professional)
B. Mentored teaching (lab TA prep)
V. Panel discussion (All) – 20 min with current/past residents