A Collaborative Model of Integrated Clinical Education in Physical Therapist Education: Application to the Pediatric Essential Core Competency of Family-Centered Care
Purpose
Physical therapist (PT) clinical education models in the pediatric setting need to be evaluated. An early, collaborative, integrated clinical education (ICE) model was examined in the pediatric setting to determine the extent to which key characteristics (KCs) and entrustable professional activities (EPAs) of the pediatric essential core competency (ECC) of “family-centered care for all patient/client and family interactions” are reflected in student self-evaluation and guided reflection responses.
Methods/Description
Students’ self-evaluation and guided reflection responses were analyzed using retrospective document analysis. Qualitative coding procedures were used to assess documents for a priori codes including the pediatric ECC of “family-centered care for all patient/client and family interactions.”
Results/Outcomes
In both student self-evaluation and student guided reflection responses, analysis consistently revealed student discussion of all KCs and most EPAs; the guided reflection responses demonstrated all KCs and nearly all EPAs. Overall, students’ assignments revealed a clear emphasis on the KCs of “positivity,” “sensitive,” and “collaborative.” The assignments revealed an emphasis on the KC of “responsive,” and the EPAs “factors of the family system that influence the child” and “collaborate with families.”
Conclusions/Relevance to the conference theme: Through the Looking Glass: Transforming Physical Therapy Education
The pediatric ECC of “family-centered care for all patient/client and family interactions” most likely emerged through this early collaborative ICE model due to the model’s conceptual framework as well as students having concrete experience in the pediatric setting. Communication, collaboration, and reflection can be developed in the pediatric clinical setting. The collaborative model described in this paper created opportunities for students to practice these clinical skills. The pediatric ECC of “family-centered care for all patient/client and family interactions” emerged through this collaborative ICE. Outcomes suggest that sensitive and positive reflections can emerge early in PT education through a collaborative ICE model in the pediatric setting. It is possible that early development of the value of reflection may prepare students for maintaining this sensitive, positive approach as technical skills are developed in novice practice. Specific guided reflections and structured learning experiences could be developed for the collaborative model in the clinical setting to target pediatric ECCs.
The outcomes of this model have applicability to a long-term collaborative (2:1) model of clinical education where structured learning experiences, guided reflection, and self-evaluation may have the potential to influence competency development in all domains of physical therapy practice.
References
Spake EF. Perspectives on pediatric physical therapy education. Pediatr Phys Ther. 2014;26(1):2-6.
Rapport MJ, Furze J, Martin K, et al. Essential competencies in entry-level pediatric physical therapy education. Pediatr Phys Ther. 2014;26(1):7–18.
Cohn ES, Dooley NR, Simmons LA. Collaborative learning applied to fieldwork education. Occup Ther Health Care. 2002;15(1–2):69-83.
American Council of Academic Physcial Therapy (ACAPT). AC-2-13:Terminology for clinical education experiences. ACAPT web site. http://acapt.myriadmedia.com/docs/default-source/motions/2013-motions/ac-2-13_terminology_for_clincal_education_passed.pdf?sfvrsn=2. Accessed February 25, 2017.