Evidence-Based Teaching in Clinical Education


The purpose of this discussion is to improve clinical instructors' self-efficacy with:
-Applying evidence-based teaching methodologies in the setting of clinical education
-Implementing problem solving strategies with students who are struggling during clinical education

Methods and/or Description of Project

Attendees will learn the basics of major learning theories and models of teaching that are utilized in education currently. Examples of clinical instructors who use the learning theories and models of teaching will be provided. We will discuss the science behind learning, motivation, and critical reflection, and discuss ways to enhance these skills in our students. The final half of the course will apply all information learned on students who struggle in the setting of clinical education. Attendees will be encouraged to discuss their past experiences, including successes and failures to enhance the problem-solving strategies of the entire group.


Attendees will utilize evidence-based teaching methodologies in the clinical setting to enhance the learning of students, and to create positive outcomes for students who struggle.

Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education

Clinical teaching constitutes a major portion of the entirety of the PT and PTA education. Therefore, it is imperative that clinical instructors utilize the most effective teaching methods possible in order to ensure excellence in clinical education.


Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults (2nd ed). San Francisco, CA: John Wiley & Sons, Inc.
Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching strategies in nursing (4th ed). New York, NY: Springer Publishing Company
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed). San Francisco, CA: John Wiley & Sons, Inc.
Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Greensboro, NC: The University of North Carolina at Greensboro.
Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed.). San Francisco, CA: John Wiley & Sons, Inc.

Course Objectives

Attendees will:
-Demonstrate an understanding of educational learning theories through student case scenarios.
-Discern best learning methods based on student characteristics.
-Construct learning experiences for students in the clinical setting based on best practice.
-Evaluate the potential effectiveness and feasibility of various problem-solving strategies for students who struggle

Instructional Methods

We will begin with a lecture on the basics of various learning theories, riddled with examples of application in clinical education and students who struggle. We will then have an interactive group session lead by the presenters, utilizing a white board (topic being how to enhance motivation and critical reflection in our learners and how to create a transformational learning experience in the clinic). The final half of the course will involve small group work in which participants discuss their reactions to a posed question (Describe a situation that you have been in with a student who struggled. How did you handle it? What are the reasons that another method may or may not work better in future cases like this?). We will then come together as a large group to discuss findings. Small groups will then write on a large “sticky note” pad about their case, write up best alternative solutions. We will finish with a gallery walk where each group votes on their favorite “solution” and discuss briefly as a large group.

Tentative Outline/Schedule

-Lecture detailing content and student examples (30 minutes)
-Large group discussion on how to motivate student and enhance critical reflection (15 minutes)
-Break (10 minutes)
-Small group initial session (15 minutes)
-Large group discussion (15 minutes)
-Creation of solution and writing on a large piece of “sticky note” paper (15 minutes)
-Gallery walk (10 minutes)
-Final large group discussion (10 minutes)

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  • Control #: 2525187
  • Type: Educational Session
  • Event/Year: ELC2016
  • Authors: Dr. Tara Dickson, Dr. Brandy Schwarz, Linda Csiza
  • Keywords:

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