Epic fails, lessons learned and strategies for the CCCE (Parts I and II)
These two sessions will provide meaningful programming designed for the CCCE and an avenue for facilitated discussion, focusing on common pitfalls and challenges experienced by both novice and experienced CCCEs. The sessions will provide attendees with numerous strategies and resources to aid in the development of skills as a leader and collaborator with their academic partners to create quality clinical education experiences. Advocacy for CIs and students will be discussed in addition to promotion of the resources needed to successfully fulfill the valuable role they themselves contribute to the profession.
Methods and/or Description of Project
Two-part educational session with formal presentation, moderated panel discussion and facilitated small-group discussion aimed at establishing a common baseline for the steep learning curve often experienced by a CCCE. A sequence of two educational sessions is preferred in order to adequately address the depth and breadth required for this complex topic. This format will give participants greater opportunity than a single session to actively engage in discussion, problem-solving, and networking with others involved in clinical education.
Participants will leave the sessions with valuable strategies that can be immediately implemented in their role as CCCE, including leadership skills and specific points of focus for advocating for their needs and the needs of their students and CIs.
Conclusions/Relevance to the conference theme: Through the Looking Glass: Transforming Physical Therapy Education
The sessions’ focus on both leadership skills of the CCCE and strategies for advocating for the various stakeholders involved in clinical education directly relates to the conference theme: Walking the Talk: Leadership through Advocacy.
1. American Physical Therapy Association. Guidelines: Center Coordinators of Clinical Education (BOD G03-06-21-55). http://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/Education/CenterCoordinatorsClinicalEducationBOD.pdf#search=%22Guidelines%20for%20Center%20Coordinators%20of%20Clinical%20Education.%22 Accessed July 1, 2014.
2. Recker-Hughes C, Wetherbee E, Buccieri KM, Timmerberg JF, and Stolfi AM. Essential Characteristics of Quality Clinical Education Experiences: Standards to Facilitate Student Learning. J Phys Ther Educ. 2014; 28 (sup 1):48-55.
3. American Council of Academic Physical Therapy Education. Recommendations from the Clinical Education Summit. http://www.acapt.org/images/pdfs/Recommendations_from_the_Summit_June_2015.pdf Accessed June 17, 2014.
4. American Physical Therapy Association. Clinical Education Resources http://www.apta.org/uploadedFiles/APTAorg/Educators/Clinical_Development/Education_Resources/ClinicalEducationResources.pdf Accessed July 1, 2014.
5. New York New Jersey Clinical Education Consortium. Center Coordinators of Clinical Education Resources http://www.nynjclined.com/#!ccce-resources/c1cj5 Accessed June 17, 2015.
American Physical Therapy Association. Reference manual for Center Coordinators. http://www.apta.org/assetmanagement/ Accessed September 15, 2015.
6. Timmerberg J, Dungey J, Stolfi A, Dougherty ME. Defining the Role of the Center Coordinator of Clinical Education: Identifying Responsibilities, Supports, Challenges. Accepted for publication, JOPTE, not yet published.
These objectives will span both Parts I and II of the educational sessions:
1. Develop a clear understanding of the roles and responsibilities of the CCCE.
2. Address common challenges for the CCCE and explore potential solutions and problem-solving strategies.
3. Identify leadership opportunities for the CCCE and provide tools for expanding these opportunities within one’s organization.
4. Provide and practice strategies to advocate and problem-solve commonly identified issues of the CCCE.
5. Empower CCCEs to advocate for their role through collaboration with DCE, academic program, local consortium and the NCCE.
These instructional methods will be utilized for both Parts I and II of the educational sessions.
-Moderated panel discussion
-Facilitated small group discussions
-Small group activities to problem-solve case examples
This scheduling format will be implemented for both Parts I and II of the educational sessions.
-Presentation of Topic/main ideas (10 minutes)
-Panel of individual experiences - sharing epic fails, lessons learned (30 minutes)
-Small group discussions (30 minutes)
-Regroup/Questions and Answers (20 minutes)
-Scheduling challenges and strategies.
-Balancing the multifaceted role of the CCCE - finding a reasonable workload with balance between administrative and pt care responsibilities.
-Supporting CIs in managing struggling or exceptional students.
-Developing CI leadership and mentorship skills.
-Collaborating with the DCE, academic program and local consortium to advocate for the CCCE role and student program.