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Thomas G. Weidner - One of the best experts on this subject based on the ideXlab platform.

  • Historical Perspective of Athletic Training Clinical Education.
    Journal of athletic training, 2002
    Co-Authors: Thomas G. Weidner, Jolene M. Henning
    Abstract:

    Objective: To present a historical perspective of the development and evolution of Clinical Education in the medical and allied health professions, with a special interest in athletic training; to gain a better understanding and appreciation of the depth and breadth of the structured and formal Clinical Education needed in athletic training, for both the present and the future. Data Sources: Information was drawn from the Educational Resources Information Center (1966–2001), MEDLINE (1966–2001), SPORT Discus (1830–2002), and CINAHL (1982–2002) searches of historical literature relating to the development of medical, allied health, and athletic training Clinical Education. Key words searched were Clinical Education, Clinical instruction, medical Education, allied health Education, history of medical Education, athletic training Education, and history of clerkships. We also used reference materials cited in historical textbooks on medical Education. Data Synthesis: Clinical Education in American medical schools evolved from a primarily didactic process to the Clinical-clerkship model. In contrast, athletic training professional preparation was initially more steeped in Clinical experiences and less in didactic instruction. Conclusions/Recommendations: Reviewing medical Education over the past century and allied health Clinical Education over the past 30 years provides interesting insights about the past, present, and future of athletic training professional preparation. Athletic training Clinical Education is undergoing reform and development, which will subsequently enhance the profession. Athletic training has entered an exciting era in its history.

  • Selection and Evaluation Guidelines for Clinical Education Settings in Athletic Training.
    Journal of athletic training, 2001
    Co-Authors: Thomas G. Weidner, Tim Laurent
    Abstract:

    OBJECTIVE: To develop and test standards and associated criteria for the selection and evaluation of a Clinical Education setting in athletic training. DESIGN AND SETTING: A previously validated set of 20 standards for physical therapy Clinical Education settings, the associated criteria, and 2 related evaluation forms were systematically judged, revised, and adapted through a survey process. SUBJECTS: Program directors, Clinical instructors, and students involved with athletic training Clinical Education from 28 athletic training Education programs approved by the National Athletic Trainers' Association or accredited by the Commission on Accreditation of Allied Health Education Programs. MEASUREMENTS: We tabulated respondents' critiques and ratings by type of respondent. Items were judged as to whether they were relevant, practical, and suggestive of high-quality Clinical Education settings. RESULTS: We accepted a final set of 12 standards and 31 associated criteria to measure these standards. The student form lists 23 criteria relevant to these accepted standards. The accepted standards include the following: learning environment, program planning, ethical standards, administrative support, and Setting Coordinator of Clinical Education. CONCLUSIONS: The 12 standards, criteria, and related forms developed in this research project should be used as guidelines rather than as minimal requirements. They could be helpful in forming an impression not only about a particular Clinical setting but also about the requirements of Clinical Education in general. Further research should include evaluating and comparing perceptions between sexes and among ethnic groups concerning their Clinical Education experiences. Also, standards and criteria for Clinical instruction in athletic training should be systematically developed.

Olle Ten Cate - One of the best experts on this subject based on the ideXlab platform.

  • what is feedback in Clinical Education
    Medical Education, 2008
    Co-Authors: J Monica M Van De Ridder, William C. Mcgaghie, Karel M Stokking, Olle Ten Cate
    Abstract:

    OBJECTIVE Feedback is important in Clinical Education. However, the medical Education literature provides no consensual definition of feedback. The aim of this study is to propose a consensual, research-based, operational definition of feedback in Clinical Education. An operational definition is needed for Educational practice and teacher training, and for research into the effectiveness of different types of feedback. METHODS A literature search about definitions of feedback was performed in general sources, meta-analyses and literature reviews in the social sciences and other fields. Feedback definitions given from 1995 to 2006 in the medical Education literature are also reviewed. RESULTS Three underlying concepts were found, defining feedback as 'information'; as 'reaction', including information, and as a 'cycle', including both information and reaction. In most medical Education and social science literature, feedback is usually conceptualised as information only. Comparison of feedback definitions in medical Education reveals at least 9 different features. The following operational definition is proposed. Feedback is: 'Specific information about the comparison between a trainee's observed performance and a standard, given with the intent to improve the trainee's performance.' CONCLUSIONS Different conceptual representations and the use of different key features might be a cause for inconsistent definitions of feedback. The characteristics, strengths and weaknesses of this research-based operational definition are discussed.

Debra F Weinstein - One of the best experts on this subject based on the ideXlab platform.

  • feedback in Clinical Education untying the gordian knot
    Academic Medicine, 2015
    Co-Authors: Debra F Weinstein
    Abstract:

    Feedback is essential to Clinical Education, especially in the era of competencies, milestones, and entrustable professional activities. It is, however, an area where medical educators often fall short. Although Educational leaders and faculty supervisors provide feedback in a variety of Clinical se

Jolene M. Henning - One of the best experts on this subject based on the ideXlab platform.

  • Historical Perspective of Athletic Training Clinical Education.
    Journal of athletic training, 2002
    Co-Authors: Thomas G. Weidner, Jolene M. Henning
    Abstract:

    Objective: To present a historical perspective of the development and evolution of Clinical Education in the medical and allied health professions, with a special interest in athletic training; to gain a better understanding and appreciation of the depth and breadth of the structured and formal Clinical Education needed in athletic training, for both the present and the future. Data Sources: Information was drawn from the Educational Resources Information Center (1966–2001), MEDLINE (1966–2001), SPORT Discus (1830–2002), and CINAHL (1982–2002) searches of historical literature relating to the development of medical, allied health, and athletic training Clinical Education. Key words searched were Clinical Education, Clinical instruction, medical Education, allied health Education, history of medical Education, athletic training Education, and history of clerkships. We also used reference materials cited in historical textbooks on medical Education. Data Synthesis: Clinical Education in American medical schools evolved from a primarily didactic process to the Clinical-clerkship model. In contrast, athletic training professional preparation was initially more steeped in Clinical experiences and less in didactic instruction. Conclusions/Recommendations: Reviewing medical Education over the past century and allied health Clinical Education over the past 30 years provides interesting insights about the past, present, and future of athletic training professional preparation. Athletic training Clinical Education is undergoing reform and development, which will subsequently enhance the profession. Athletic training has entered an exciting era in its history.

Lindy Mcallister - One of the best experts on this subject based on the ideXlab platform.

  • Issues and innovations in Clinical Education
    Advances in Speech Language Pathology, 2005
    Co-Authors: Lindy Mcallister
    Abstract:

    The provision of adequate, high quality Clinical Education for speech pathology students is becoming increasingly challenging, due to a range of changes and attitudes within all groups who have an interest in Clinical Education. Significant changes in speech pathology workplaces and employment patterns of speech pathologists, and concurrent changes in universities have created a situation of minor to extreme shortage of Clinical placements in many countries. The appropriately high standards but sometimes prescriptive expectations of professional associations, accrediting bodies, and licensing or registration boards in some countries exacerbates the problems faced in developing alternative placement opportunities and supervision models. At both systemic and individual levels, some Clinical educators hold on to beliefs and Clinical Education practices which are outmoded and impede the development of alternatives to the provision of Clinical Education. This article explores some of these issues, discusses some innovations in Clinical Education and challenges stakeholders to critique their positions and practices concerning Clinical Education.

  • Clinical Education in Speech-Language Pathology
    2004
    Co-Authors: Lindy Mcallister, Michelle Lincoln
    Abstract:

    This text promotes the view that the Clinical Education process offers both Clinical educators and students opportunities for personal and professional development. It guides the reader through the Clinical Education process, from pre-placement preparation to assessment of learning that supports and encourages personal and professional development. Included are resources for supporting the Clinical Education process, such as checklists, case studies and proformas, and vignettes illustrate the richness of students' and Clinical educators' learning experiences.

  • Peer learning in Clinical Education
    Medical teacher, 1993
    Co-Authors: Michelle Lincoln, Lindy Mcallister
    Abstract:

    The purpose of this paper is to raise awareness of peer learning as a process that is potentially beneficial to Clinical Education. Peer learning is a well documented learning strategy in paediatric Educational literature. Many allied health Clinical Education programs purport to utilize it as a learning technique. Do we really know what peer learning is, how to promote it and why it is beneficial to facilitate it? This paper addresses these questions by considering terminology and definitions of peer learning and briefly outlining theoretical justification for its use in Clinical Education. Literature regarding the application of peer learning in Clinical Education is reviewed and the reported and purported benefits of peer learning are discussed.