APPROVED CLINICAL INSTRUCTOR WORKSHOP The Effective ACI

MULTIDIMENSIONAL APPROACH Content dimension Method dimension Sequence dimension Sociology dimension Teaching clinical proficiencies involves multidimensional approach 4 dimensions in ideal teaching/learning environment will describe each An effective ACI addresses all dimensions

CONTENT DIMENSION Facts, concepts, and procedures Strategies used by experts in the field to apply knowledge Facts, concepts, procedures usually presented in the didactic and clinical setting - this information found in text books Strategies refer to applying facts, concepts, procedures to solve problems critical thinking, experience in the field

METHOD DIMENSION Modeling teaching method Coaching teaching method Scaffolding teaching method Articulation teaching method Reflection teaching method Exploration teaching method Various effective teaching methods to present “what is known” to students Modeling = student observes ACI perform skill Coaching = ACI observes student perform skill and offers immediate and specific verbal feedback and/or physical assistance Scaffolding = any support offered a student while performing a skill hints, directions, reminders breakdown of the skill into subsets/components Articulation = student describes their knowledge, reasons, or thinking process critical for assessment of cognitive skills in clinical setting Reflection = student compares skill performance to their own previous performance or to the performance of an ACI student replays and analyzes clinical education experiences Exploration = ACI creates opportunities for student to identify and solve real problems, encourages dialogue between ACI and ATS

SEQUENCE DIMENSION Principle of increasing complexity Principle of increasing diversity Principle of global skills Help students acquire, integrate, and use knowledge Increasing complexity - 1) build up to complex skills by presenting simple/foundational skills first 2) “building blocks” Increasing diversity - 1) apply knowledge and skills in various contexts 2) fosters critical thinking and decision-making skills Global skills - 1) present the general concept or the “big picture” first 2) what is the main goal? 3) ABC’s in an emergency situation for example

SOCIOLOGY DIMENSION Situated learning Experience Intrinsic motivation Exploiting cooperation Exploiting competition Foster knowledge, beliefs, and professional standards by interacting with ATC’s, other health care providers, patients, and other students Several factors: Situated Learning - allows student to apply existing knowledge or acquire new knowledge in clinical education setting Experience - students have the opportunity to observe and communicate with various ACI’s and health care providers Intrinsic Motivation - clinical setting provides students with motivation to gain knowledge to better serve their patients, not just for a grade Exploiting Cooperation - have students help each other, mentoring program Exploiting Competition - have students compare their different clinical education experiences 1) reveals multiple thinking processes 2) presents different ways to approach a similar situation

CHARACTERISTICS OF AN EFFECTIVE ACI Legal and ethical behavior Communication skills Supervisory skills Instructional skills Evaluation skills Clinical competence Administration skills Professional development NATA has suggested standards for selecting ACI’s There are 8 suggested standards, they are. . .

LEGAL AND ETHICAL BEHAVIOR Abide by NATA Code of Ethics Comply with laws and regulations Remain in good standing with the NATA and BOC NATA Code of ethics = principles of ethical behavior while practicing as ATC Comply with federal, state, and local laws and regulations Remain in good standing with the NATABOC required to obtain and report 80 CEU’s every 3 years

COMMUNICATION SKILLS Positive communication behaviors Active listening skills Ask open-ended questions Encourage feedback Interpersonal skills Ability to relate to a variety of students Self-disclosure Communication skills essential for successful teaching/learning interaction Positive behaviors = non-threatening, tone of voice awareness, correct student tactfully, honest, and clear explanations, encourage dialogue Active listening = demonstrates sincere interest in the student Open-ended questions = encourages dialogue Encourage feedback = enhances understanding of expectations, allows student to voice opinions and ideas Interpersonal skills = friendly, honest, approachable, makes student feel like valued as a person not just a student or work horse Must be able to relate to a wide range of students with different backgrounds, personalities, and levels of knowledge = actively tries to gain perspective of student Self-disclosure = share personal experiences, relate to the student that they are not alone in the learning process

SUPERVISORY SKILLS Clear goals, objectives, and expectations Create a comfortable environment Attitude awareness Accessibility Effective supervisory skills creates a positive environment for the teaching/learning interaction Convey reasonable goals, objectives, and expectations clearly Comfortable clinical education experience encourages students to: 1) provide feedback 2) ask questions Attitude awareness = student stress level, frustration level Accessibility = serve as a resource person, someone ATS able to turn to for help, be an active listener

INSTRUCTIONAL SKILLS Must be knowledgeable of subject matter Must be aware of learners’ prior knowledge Must have knowledge of general teaching principles Must encourage critical thinking and problem solving Background knowledge in educational principles essential to be effective ACI Must be knowledgeable of subject matter in field 1) in depth, yet flexible, understanding of subject matter 2) know content well enough to make connections within the subject matter and learners 3) alternative conceptions - integrate text and experience Must be aware of learners’ prior knowledge 1) exploration - understanding - action 2) identify students’ knowledge = exploration 3) identify areas in need of improvement = understanding 4) address areas in need of improvement = action Must have knowledge of general teaching principles 1) congruence between teaching and learning styles 2) content-specific instruction Must encourage critical thinking and problem solving 1) organized and purposeful clinical instruction with clear goals 2) provide opportunities for student to practice/perform skills 3) willingness to admit own deficiencies

EVALUATION SKILLS Feedback must be specific Feedback must be objective Feedback must be frequent Specific 1) goals and objectives of clinical education must be established immediately 2) student must be aware what is expected of them 3) must be specific when providing feedback 4) avoid generalizations Objective 1) evaluation of the student performance only 2) personality differences must be excluded 3) standardized scale, measurable Frequent 1) constant, daily feedback required 2) helps ensure appropriate patient care 3) reinforce good performance

CLINICAL COMPETENCE 12 domains of Athletic Training Sound clinical decision-making skills Professionalism Competence in 12 domains of ATS 1) risk management and injury prevention 2) pathology of injuries and illnesses 3) injury assessment and evaluation 4) acute care of injury and illness 5) pharmacology 6) therapeutic modalities 7) therapeutic exercise 8) general medical conditions and disabilities 9) nutritional aspects of injury and illness 10) Psychosocial intervention and referral 11) health care administration 12) professional development and responsibilities Sound clinical decision-making skills 1) systematic approach to problem solving 2) must be able to explain the basis of action/decision Professionalism - practice within scope of the field and serve as a role model

ADMINISTRATIVE SKILLS Time management Delegation of duties Productivity Time management 1) often need to complete multiple tasks at once Ability to delegate 1) positive communication skills required Productivity 1) able to meet deadlines 2) complete tasks thoroughly and completely Include: injury reports weekly/daily injury logs scheduling for athletes and students completing multiple evaluation forms discussing evaluation forms Keep abreast of current information in the field

PROFESSIONAL DEVELOPMENT Responsibility Foster professionalism in students Professional meetings Be an active professional Professional development is responsibility to self and student Foster professionalism in the student 1) present students as a professional to other colleagues 2) assist student in understanding professional responsibilities Professional meetings 1) should attend self 2) encourage students to attend Active professional 1) active at local, state, and national levels 2) participate in self-improvement activities - clinical skills and teaching 3) participate in professional enhancement activities - committees - writing papers, articles, editorials

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