Authentic Voices in Academic and Clinical Partnerships: Making It Work
Purpose: This presentation will feature the real-life issues that academic and clinical partners face as they work to develop equitable, collaborative partnerships. It will feature representatives from sites that participated in the National Study of Excellence and Innovation in Physical Therapist Education (PTE-21) discussing practical examples that they have found to work, what they have identified does not work, and what is missing in their partnerships. The focus of the discussion will be on features of partnerships that facilitate development of curricula and clinical teaching through shared values, and that engender a culture of respect. Their comments will be framed in the context of the findings, recommendations, action items, and envisioned future from the PTE-21 study. In addition, representatives from the Academy of Physical Therapy Education Clinical Education Special Interest Group and the American Council of Academic Physical Therapy National Consortium of Clinical Educators will discuss current efforts of their organizations to support equal partnerships.Methods and/or Description of Project: The National Study of Excellence and Innovation in Physical Therapist Education is a multi-site (n=11), three-year qualitative investigation of physical Therapist Education modeled after the Carnegie studies of Preparation for the Professions. Five clinical education sites and six academic sites were selected as exemplar cases based on a priori criteria from self-nominations. The clinical sites represented diversity in terms of the type of institution, geography, size and programs. The academic institutions represented diversity in terms of the type of institution, geography, size of institution and program, and role in residency education. Artifacts, field observations, individual and focus group interviews conducted on-site, in depth qualitative case studies of the six academic sites and the five clinical sites provided the data for analysis.Results/Outcomes: The research team used an iterative analytic process that involved within and cross-case analysis, narrative summaries, case reports, and theory and framework development and testing. The analysis also included advisory panel and expert consultation. Advisory panel, participant and other stakeholder input were used to test and refine the findings and recommendations. Subsequently, the research team developed a comparison of findings to the status quo and a call for future reform. A core finding from the Physical Therapist Education for the 21st Century (PTE-21): National Study of Excellence and Innovation in Physical Therapist Education was the critical coming together, or nexus, of a shared commitment to learner-centeredness and patient-centeredness across clinical and academic environments. This nexus is created through structures, relationships and processes that foster collaboration and create true partnerships between academic and clinical stakeholders who share a commitment to learning for practice through practice.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Specific Theme: Developing strategies to build resilience in academic and clinical environments The PTE-21 work has resulted in these recommendations related to academic and clinical partnerships: Create, develop and support fair, creative and responsible partnerships between academic and clinical organizations in both clinical and classroom teaching: educational programs can’t exist in isolation and be excellent. Move from an uneven model for clinical learning, where there are not true partnerships, to a fully integrated, practice-based learning model with the clinical faculty as full partners with the academic program. The practice-based learning model requires clinical faculty to become full partners in the academic program, and fully integrated clinical learning spaces must be accessible to students and faculty. This presentation will provide specific and practical examples of how these recommendations can be implemented across physical therapist academic and clinical education.References: American Association of Colleges of Nursing. Guiding Principles to Academic-Practice Partnerships, http://www.aacnnursing.org/Academic-Practice-Partnerships/The-Guiding-Principles Accessed December 29, 2017. American Council of Academic Physical Therapy. Clinical Education Summit. Summit Report and Recommendations. Washington, DC: American Council of Academic Physical Therapy; 2017. American Physical Therapy Association. Best Practices for Physical Therapy Clinical Education. In 2017 Reports to the House of Delegates. Available at: http://communities.apta.org/p/do/sd/sid=3940 Accessed March 2018. 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Boston, MA: Elsevier Pub; 2015.Course Objectives: Upon completion of this presentation, participants will be able to: Discuss the relevance of key findings from the Physical Therapist Education for the 21st Century (PTE-21) study related to development of equal and collaborative academic and clinical partnerships. Identify specific activities of selected academic and clinical sites as they work together to develop such partnerships. Describe current actions and plans of leaders in the clinical education community to support such partnerships. Set priorities for actions that they can implement in their own settings to foster such partnerships. Identify priorities for the profession to support these partnerships.Instructional Methods: Lecture, Panel Discussion, Audience participationTentative Outline/Schedule: Introduction, PTE-21 team (15 minutes) Presentations from 4 individual academic and clinical sites (10 minutes each) Panel response from clinical education leaders (15 minutes) Conclusions (5 minutes) Audience discussion (15 minutes)