ACI Workshop August 2011

Division of Athletic Training, Health, and Exercise Science

Long Island University, Brooklyn, NY

Approved Clinical Instructor Workshop

Augu

st 3, 2

011

Rebecca A. Petersen, MS, ATC, Clinical Coordinator, CIE,

Athletic Training Education Program

David Spierer, Edd, CSCSAssistant Professor, Division of ATHES

Workshop Agenda

Introductions

• Name, Place of Employment• Years Experience as

• As working professional• As a Clinical Instructor

• What’s your motivation/reason for being here today?

Clinical Education Affiliations

Mission of the School of Health Professions

• …is dedicated to providing superior quality education and conducting leading research in the health professions as avenues to outstanding career opportunities for a diverse student body. The School is dedicated to providing professional expertise to the people of Brooklyn and New York to serve the community health care and health education needs.

ATEP Mission

• … is to provide the highest quality of educational opportunities, working side by side with highly experienced certified athletic trainers dedicated to education of the LIU athletic training student. The program strives to give each student unique opportunities at various settings within the profession. By enhancing and continually improving the education of athletic training students, we strive to give them the experience and knowledge to handle situations his/her professional life may present.

ATEP Goals

• Prepare student to pass BOC examination through required GPA and competency/proficiency evaluation minimums

• Offer field/clinical experiences in appropriate settings that provide adequate exposure to clinical education requirements

• Provide network opportunities for possible future employment

Accreditation

• Awarded 5 years continuing accreditation

• www.caate.net• Copy of Standards in

ACI Manual

Mission of the ASEP

• The American Society of Exercise Physiologists, the professional organization representing and promoting the profession of exercise physiology, is committed to the professional development of exercise physiology, its advancement, and the credibility of exercise physiologists.

ASEP Goals and Objectives

• To provide a powerful, unified forum and opportunity for exercise physiologists to present and discuss current research in exercise physiology.

• To promote and encourage the exchange of ideas and information regarding all phases of exercise physiology.

• To promote advancement of teaching and research in exercise physiology within the academic environment.

• To encourage implement undergraduate and graduate education programs to meet the diverse interests and career opportunities in exercise physiology, regardless of age, gender, race or disability.

• To promote the growth and application of the highest quality research and professional application of exercise physiology in health promotion, disease prevention, rehabilitation, and sport fitness and training.

• To promote development and exchange of scientific information between ASEP and other professional organizations with an interest in exercise physiology.

ASEP Goals and Objectives

• To set the agenda, determine the direction, and make the decisions about the future of the exercise physiology profession.

• To be a dynamic and action-oriented clearinghouse for questions regarding the exercise physiology profession.

• To increase visibility and enhance the image of the exercise physiology profession.

• To represent exercise physiologists whose professional work is mainly clinical, and to help ensure that federal agencies and legislators understand their work and needs of the clinical professional.

• To participate in the development and implementation of public policies and procedures concerned with exercise physiology.

• To make a commitment to quality and integrity in exercise physiology through adherence to the Society's Code of Ethics.

• To facilitate and promote positive public policy and professional, ethical behavior by providing ongoing peer review and quality assurance programs via the accreditation of the exercise physiology (science) academic programs.

• To expand federal and private funding of exercise physiology research and training.

ASEP Accreditation

• Received initial accreditation in May 4, 2009 for 5 Years for the BS in SPS

• Nationally Recognized

• Only organization that advocates for Exercise Physiology

Terminology

• ACI: Approved Clinical Instructor• CI: Clinical Instructor• CIE: Clinical Instructor Educator• ATS: Athletic Training Student• EP: Exercise Physiology• APE: Adapted Physical Education• C&C: Coaching and Conditioning• NSCA: National Strength and Conditioning Association• ACSM: American College of Sports Medicine• ASEP: American Society of Exercise Physiologists• ATHES: Division of Athletic Training, Health and Exercise

Science• SHP: School of Health Professions

Clinical Instructor Educator

• THAT’S ME!• CIE assists in developing,

implementing, & evaluating the clinical education program at the academic institution.

• Coordinating clinical experiences

• Facilitates the development of the ACI workshop, clinical education setting(s) and the clinical instructors.

Approved Clinical Instructor

• Credentialed in a health care profession as defined by the AMA or AOA,

• ATC ® or appropriately credentialed health care professional for a minimum of 1 year (from certification date, not test pass date)

• Possess current State credentials

• Not a current student

Clinical Instructor

• Be a credentialed health care professional as defined by the AMA and AOA

• be appropriately credentialed for a minimum of 1 year.

• If CI is credentialed for less than one year, Must follow Novice ACI/CI Plan

• not a current student

Athletic Training Student

• Student (ATS) who is enrolled in a CAATE-accredited entry-level athletic training education program.

• AVOID using student athletic trainer or trainer!

• Update ALL documents to reflect

• Be consistent with terminology• Signs• Documents• Language

Class of 2011

The ACI is…

• accepting the responsibility to devote a significant amount of time to future colleagues

• A critical part of a successful program!

The ACI is….

• Responsible for carrying out standards established for the program

• Providing consistency• Providing the “Real World” experience for the

student• A Role Model for student• “Guide by the Side”• BACKBONE of the growth and development of our

professions• Instructing, evaluating and supervising the

student

Standards for Effective ACI1

Standard Description

Legal and Ethical Behavior Comply with NATA Code of Ethics and BOC Standards of Practice

Communication Skills Communicates effectively with CC & ATS

Interpersonal Relationships Enter into positive & effective interpersonal relationships with students, including being a role model & mentor

Instructional Skills Demonstrates effective instructional skills during clinical education, including basic knowledge of educational principles

Supervisory & Administrative Skills

Provide right type, amount, and quality of clinical supervision & uphold CE policies, procedures, & expectations of the ATEP

Evaluation of Performance Inform students of strengths & weaknesses of their clinical performance

Clinical Skills and Knowledge

Demonstrate appropriate clinical competence in the field of athletic training through sound evidence-based practice and clinical decision making

How long does training last?

• Must attend at least 1 refresher course every 3 years to maintain the ACI status

• Workshops will be held as needed• Additional meetings will be held for all ACIs and

CIs• If ACI for another program, must attend LIU’s ACI

workshop and vice versa• Online training available at:

https://sites.google.com/site/liuatepce/

What’s in it for me?

• Attend courses offered at LIU Brooklyn Campus• Up to 12 credits as a visiting student

• Library privileges• Free Continuing Education Units • Textbooks• Guest Speaker (stipend)• Possibility of adjunct teaching

Field Trip to the NY Liberty Training Center

Questions or Comments?

Athletic Training CurriculumLearning Over Time

Overview of ATEP

• BS/MS degree in Athletic Training (Entry-Level Masters)

• 5 year degree program, 2 phases• Pre-Professional Phase (2 years)

• Prerequisites in Liberal Arts & Sciences• Volunteer/Observation Hours• Application accepted for Fall entry

• Professional Phase (3 years)

• Wide range of students with various backgrounds in program

Overview: Ms in exercise science

• 36 credit masters program in exercise science (EXS)• Approximately 2 years • 5 core courses (15 credits)• 3 track courses (9 credits)• 4 elective courses (12 credits)

• Students• Approximately 45 students• Varied disciplines• Varied career aspirations

Athletic Training Educational Competencies4TH Edition

1.Risk Management and Injury Prevention2.Pathology of Injuries and Illness3.Assessment and Evaluation4.Acute Care of Injury and Illness5.Pharmacology6.Therapeutic Modalities7.Therapeutic Exercise8.General Medical Conditions and Disabilities9.Nutritional Aspects of Injury and Illness10. Psychosocial Intervention and Referral11. Health Care Administration12.Professional Development

5th Edition•Evidence-Based Practice•Prevention and Health Promotion•Clinical Examination and Diagnosis•Acute Care of Injury and Illness•Therapeutic Interventions•Psychosocial Strategies and Referral•Healthcare Administration•Professional Development and Responsibility

http://www.nata.org/education/competencies

Athletic Training Competencies

• Every course in the curriculum are assigned specific competencies and proficiencies

• Master copy available from Clinical Coordinator• Copies are given out to faculty teaching courses • Dictates material covered• There will be overlap and/or repetition

Role Delineation/Practice Analysis

5th Edition

•Domain 1: Prevention•Domain 2: Clinical Education and Diagnosis•Domain 3: Treatment, Rehabilitation, & Reconditioning•Domain 4: Organization and Administration•Domain 5: Professional Responsibility

6th Edition, Effective 4/2011•Domain 1: Injury/Illness Prevention and Wellness Protection•Domain 2: Clinical Evaluation and Diagnosis•Domain 3: Immediate and Emergency Care•Domain 4: Treatment and Rehabilitation•Domain 5: Organizational and Professional Health and Well‐being

CAATE Standards

• Instruction shall follow a plan that provides a logical progression of didactic study and clinical experience opportunities.

• Clinical skills should be initiated early in the student’s program

• Learning Over Time

Learning Over Time

• The process by which professional knowledge and skills are learned and evaluated

• Assessment of LOT is built around:• Multiple indicators• Sources of evidence such as:

• observations• performance samples • tests or test-like procedures.

• Skill introduced in classroom, broken down in subset of tasks

• Skill demonstrated and formally evaluated in a class and/or laboratory

• Skill applied under the supervision of the ACI in actual practice setting (“authentic experience”)

• Same skill/competency is performed under different circumstances

How is LOT Documented?

• Evaluations• Mid-semester• End of semester• Injury Reports • Rehab Chart

Evaluations

• Student Portfolio• Case studies/PBLs• Research papers• Competency manual• Exam results• Projects, Poster

Presentations• Podcasting• Videos

*ACIs play a critical role in documenting LOT*

Learning Over Time

• May seem repetitive, but it is building and reinforcing all content

• Logical progression• Lots of paper work• Integrating online documentation

• Student Voice• Online management systems (ATrack, Googel Docs, etc)

EXS in HS 334

Breakout Session

Clinical Education for the Athletic Training Student

What will they know?What will you have to do

PLA

N O

F STU

DY

The Athletic Training Student…

• Prior to clinical rotations, all ATS will have the following:• CPR/First Aid Certification• OSHA Regulations/Blood Bourne Pathogen training• HIPAA Privacy and Confidentiality Training

• Conducted annually for all new and returning students during Annual Orientation in September

What will the ATS know?

• Pre-Professional Phase• Observation Students

• CPR, First Aid• Basic Athletic Training Skills

• Minimal Patient interaction or contact

• Refer to Chapter 7, page 22 in ACI Handbook• ACI Podcast Handout Packet

1st Year ATS, Fall

• Classes• Taping/Bracing, 1st

Aid/CPR• Advanced Athletic

Training I• Kinesiology

• Introduction to Clinical Education Course• Introduction to Athletic

Training • Assignments• 100 hour requirement

• ACI:• Mid Term and Final

Evaluation• Survey link will be sent

to you via email• Complete by deadline

and meet one-on-one with ATS to review

1st Year ATS/ Spring

• Classes• Advanced Athletic

Training II• Exercise Physiology I• Motor Learning

• SPS 165 Clinical Education in Athletic Training I (150 hours)

• Emphasize LE injuries and evaluation

• Problem Based Learning• Cases will be reviewed

throughout semester





• ATS will need to complete 10 LE Injury Evaluations due every Monday (mock or real time)• Review syllabus for dates and

body parts• Keep all Reports in notebook

2nd Year ATS/ Fall

• Classes• Therapeutic Modalities• Exercise Physiology II• Evaluation in Health &

Fitness• HS 660 Clinical Education

in Athletic Training II (150 hrs)• UE, head, spine rotation

focusing on injury evaluation

• Problem Based Learning• Cases will be reviewed

throughout semester





• ATS will need to complete 12 LE Injury Evaluations due every Monday (mock or real time)• Review syllabus for dates and

body parts• Keep all Reports in notebook

2nd Year ATS, Spring

• Classes• Nutrition• Therapeutic Exercise • Basic Biomechanics• Sports Psychology

• HS 661Clinical Education in Athletic Training III (200 hrs)• Weekly Treatment log• 24 REAL time injury evals

of anything • Develop Rehab plan for 6

different areas• PBL cases• Competency Exam





• ATS will need to complete real time Injury/Illness Evaluations due every Monday• Keep all Assignments in

notebook

Fall, 3rd Year ATS

• Classes• Administration in AT• Research Methods• Individual Problem• CSCS Preparation Course

• HS 709 Clinical Education in Athletic Training IV• Final Clinical Education• PBL Assignments• Comprehensive evaluations

& designing 6 rehabilitation plans

• Case Report/Presentation





• ATS will need to complete real time Injury/Illness Evaluations due every Monday• Keep all Assignments in

notebook

Spring 3rd Year, ATS

• Classes• Pharmacology• Pathology• Neuroscience• Current Issues/Topics in AT

• Final Internship/ Field Experience HS 623• Increase level of autonomy, independence • Complete any remaining clinical requirements• Pay it forward

https://sites.google.com/site/liuatvisuallibrary/• Preparing for BOC Exam• Competency Exams• Graduation!

Evaluation Forms and assignments

• ACI Grades and Evaluates the ATS• Injury Report• Rehabilitation chart• Weekly log• Hours

• ATS Evaluates the ACI• ACI and Clinical Site• Student Self-Evaluation• End of the Program Evaluation

Results: Positive

Positive Feedback

Results from spring 2011

Areas of improvement

Web 2.0

• Blackboard fully online for all LIU Courses 2010-11

• Clinical Education in Athletic Training Webpage• http://sites.google.com/site/liuatepce/

• Discussion groups• Syllabi, course materials• Calendar for announcements• Assessing the use of other online data

management systems (ATrack)

Just a few more to go!

Still with me?

Teaching and LearningWhat works for you and the student?

Learning Styles

• Definitions:• Specific pattern of behavior and performances the

learner utilizes in approaching a learning experience (Sarassin, CIE workshop 2003)

• Preferred modes that are used to learn, produce, solve problems, and achieve results

• No person has a single style, but fluidly moving in and out of preferred modes depending on the learning environment

Learning Styles

• Lots of different learning styles• Most Common Inventories

• Kolb’s Learning Style Inventory• Gregorc Style Delineator• CAPSOL Learning Style Inventory

• What is your preferred Learning Style?

• www.haygroup.com/TL

In HS 316

Lunch!

Assessment and Evaluation

Evaluations

• Important aspect of clinical education• Variety of formats• Way to document ATS progress in classroom and

clinical setting• Learning Over Time

• Information gathered from evaluations will be used to:• Provide critical feedback to the student• Reinforce student’s progress• Improve the ATEP

Feedback

• Used to make adjustments to reach a goal• What the ATS did well and the consequences of

their actions• Provide information on the desired behavior• What you (ACI) actually observed the ATS do• Any dissonance between the two?

• Effective Questioning• What?• So What?• Now what?

Providing Effective Feedback

• Rapport• Establish a

relationship with the student

• Quiet, private area to discuss with student

• Timing• Become a regular,

natural part of the evaluation process

• Often and soon after the event


• Content• Solicit the student

what they think• + constructive

comments; sandwich negative with positive

• Focus decisions on behavior rather than individual traits

• Limit quantity at any one time

• Have student summarize what was said back to you

• Patient Care• Athletes give feedback

to students• Did the student ask for

patient concerns• Treat them w/respect?• Involved patients in

plan of care?• Present clear and

appropriate directions


• Corrective Feedback• Let student know knowledge and skills are correctly

applied• Used to develop basic knowledge and skills• Provide in a non-confrontational way• Used more with lower-level students

• Directive Feedback• Guides students to different possibilities to rethink a

specific task, or response to question• Actively engage the student to think about the solution or

different options• Be more efficient• Use more with upper-level students

Who Evaluates Who?

• ACI evaluates the student• Student evaluates the ACI and the Clinical Site• Student performs self-evaluation• Peer to Peer evaluation

• Utilize upper level students to help assess and teach lower-level students prior to your evaluation

Criteria

• Clinical Instructors should rate student performance similarly

• Evaluate the ATS based on performance and completion of a task not just personality

• Similar scores for an ATS should come from 2 different ACIs

• Avoid comparing a student’s performance with another student• Especially if they are at different levels of the ATEP

Criteria Guideline

Number

Descriptive Term

Criteria for Level

5 Always (Excellent)

ATS consistently performs at a level exceeding the average; ATS performs skill without any prompts in same manner and timing one would expect an ATC to perform

4 Almost Always ATS consistently performs at a level exceeding the average; ATS performs skill without any prompts in same manner and timing one would expect an ATC to perform

3* Fairly Often (Average)

ATS consistently performs at a level above average; ATS performs skill with minimal prompting and is competent

2 Occasionally ATS consistently performs at an average level; ATS performs skill with prompting and guidance from ACI

1 Never (Poor) ATS consistently performs at an unsatisfactory level; ATS cannot perform the skill

Skill Evaluation

• As student performs a skill and you observe it, DOCUMENT IT!

• Avoid one day sign off• Provide instruction, feedback as student performs

“real life activities”• Use simulation or model for instruction if injuries

haven’t occurred• 50% of time is clinical is spent completing simulations• 93% of ATEPs use simulations

Evaluation Forms

• ACI Evaluates the ATS• Mid-Semester and End of Semester Progress Evaluations

• Web link provided through Student Voice Assessment Service• http://www.studentvoice.com

• Injury Reports• Rehab Progress Log

• Linked to course credit• SIGN AND VERIFY EVERYTHING!

• Signatures and initials must be clear

Questions?

Starting at your site

• Provide an orientation session for new and returning students• Dress Code• Your institution’s Policies and Procedures

• EAP• BBP• Attendance

• Course requirements• Ask to see their course syllabus if I haven't’ sent you one yet

• SCHEDULE (10-20 hours per week)• Your expectations of the student• Anything else

Scheduling

• Work with ATS to set up monthly schedule• And hold them to it!! • Each clinical has a minimum hour requirement

• 15-20 hours/week for ATS for 14 weeks • Students MUST complete! Incompletes will not be

automatically given• 12 hours/week for 7weeks for EXS

• Clinical Commitment Contract (NEW)• Late/Unexcused absence form

• LET ME KNOW

• Should allow for attendance to lectures, workshops, etc. as required by the course and program

Travel

• Request and obtain approval from CC FIRST• When can an ATS travel to away events?

• Only with the ACI or ATC• Typically only during the 2nd and 3rd year• Consideration give to 1st students

• Academic Performance • Waiver Form (assumption of risk)• Will the student have to incur additional cost?

Student-Athletes

• No additional restrictions are imposed on S-A from entering the professional phase

• S-A will not be placed at competing conference schools until eligibility is complete

• CHALLENGES• Time management• What hat are they wearing in the ATR?• Teammates respect their role in the ATR as an ATS?

• Reinforce meeting assignment deadlines• May request in advance a carry over of hours to

make-up missed time

Supervision

• Daily personal/verbal contact at the site of supervision between the ATS and the ACI or clinical instructor who plans, directs, advises, and evaluates the students' athletic training field experience.

• As ACIs you will positively and/or negatively affect student growth and development

Direct Supervision

• Constant visual and auditory interaction between the student and the ACI.

• The ACI shall be physically present for proficiency instruction and evaluation.

• Ability to intervene on behalf of the ATS to provide on-going and consistent education

• ACI/CI must consistently and physically interact with the ATS at the site of CE

• Regular and planned meetings with ATS and ATEP• Student/clinical instructor ratio will not exceed

8:1 (4:1)

Supervision at the Clinical Site

• ATS are assigned to an ACI, not the site• ACI should interact regularly with the ATS

• Reinforce didactic instruction• Apply skills & competencies in “Real World” setting

• Set-up regular one-on-one meetings with your Student• Review skills, cases, performance, class assignments,

etc.• Review Mid and Final evaluations

Supervision

• As student’s knowledge base and skill level increase, the level of responsibility and independence can increase

• Placed in situations with the appropriate type, quality, and AMOUNT of clinical supervision

• 1st year versus 2nd year versus 3rd year ATS• Oversupervision can hurt as much as undersupervision • Are you under supervising students particularly at the

beginning and intermediate level?• Are you over supervising your advanced students?

First Responder option is gone

• Clinical education of the student is not to be compromised to provide medical coverage

• Students should never be expected to do the job of qualified, certified healthcare professionals!

• Only occurs in final semester of program after all clinical education requirements are met

• All clinical experiences must have supervision


Clinical EducationFor the Athletic Training and Exercise Physiology Student

Academic vs. Clinical

• Academic (didactic)• Predictable classroom

with start and finish• Material given an

organized manner• Varying teaching

methods• Can be impersonal

• Clinical• Unpredictable,

constrained only by treatment times

• Subject matter more fluid, not rigid

• Teaching may seem unstructured

• Socialized into the Profession• Professional Behaviors• Personal Attributes• Culture

Clinical Education for AT

• The athletic training curriculum must include provision for clinical experiences under the direct supervision of a qualified ACI or CI in appropriate clinical setting

• Clinical education shall occur in a minimum period of two academic years (4 semesters) and be associated with course credit.

• Clinical experience should be initiated early • Provide sufficient opportunity to develop specific

competencies pertaining to the health care of the athlete and those involved in physical activity

Clinical Education

• Integrate classroom theory into “Real Time” practice with actual athletes and patients

• Competency Based Model• AT Students report over 53% of professional

development comes from Clinical Education• Progress from basic skill practice and application

to critical thinking and decision making

Clinical Education

• The Clinical Site provides:• Authentic experience• Professional

development

• ACI provides critical and timely feedback to student

Clinical experience

• Learn

• Responsibility

• Professionalism

• Time Management

• Teamwork

Students should be involved in:

• Athletic Training• Evaluation• Patient Care• Rehabilitation• Administration• Research• Mentoring

underclassmen

• Exercise Physiology• Patient/client intake• Diagnostic testing• Performance testing• Program design• Administration• Research

Athletic Training Exposure Requirements:

• Lower Extremity: High-risk sport to the lower extremity based upon injury statistics.

• Upper Extremity: High-risk sport to the upper extremity based upon injury statistics.

• Equipment Intensive: High-risk sports where all participants are required to wear protective equipment for the head and the shoulders.

• General Medical: Experiences of both genders are those associated with physicians, physician assistants, or nurse practitioners.

Exercise Physiology Rotation Requirements

• Fitness Centers• Human Performance

facilities• Hospitals• Corporate Wellness• Exercise Physiology

Laboratories• Physical therapy

centers• Research-related

exercise programs

• 90 hours/semester• Midterm and final

evaluation• Case study

presentation

Clinical Site Placements

• Secondary Schools• Colleges/Universities• Physical Therapy Clinics• Physician Offices

• Orthopedics• General Medicine

• Surgery Observations• Professional Organizations • Private Companies

Clinical Education Should…

• Provide opportunity to consolidate knowledge and apply to actual patient care situations

• Have specific learning objective for each rotation

• Provide the student with physical environment necessary to develop professional behaviors and attitudes

Clinical Education Should NOT

• Expect a STUDENT to perform at the level of a qualified professional without proper experience or supervision

• They are there to learn from you

• Not to fulfill staffing shortage

• Expect the student to be perfect

The AT/EP Student should be…

• Placed in teaching and learning situations

• Should not be placed in situations they cannot handle or be used a substitute workforce

• If not• Liability to the athlete/patient, ACI, institution and

accreditation

• Held to the highest standard of practice according to the BOC and NATA and LIU ATEP

CE at the Clinical Site

• Use “teachable moments”• Occurs when a CI and ATS actively participate

and interact with each other to enhance learning and foster intellectual curiosity in the CE environment.

• Underlying barriers are perceived to be the CI’s day to day responsibilities

• Professional Discourse (46%), Authentic experience (18%), Skill development (35%)2

Questions? Comments?

Teaching and LearningWhat works for you and the student?

Strengths of Each Style

LSI Summary

Learning Styles of UG ATS

• No one dominate style among ATS (Brower, et al, J Ath Train, 2001)

• Little relationship between LS and success on BOC Exam (Draper, J of Ath Train, 1989)

• Study by Stradely, et al 2002 J of AT• 30% accomodators• 30% assimilators

• Coker, 2000, J of AT• Assimilators (65.4%)

Converger (15.4%) in classroom

• Converger (42.3%), Accomodator (30.8%) in clinical setting

Kolb LS Characteristics Challenges

CONVERGER Decision MakerTakes abstract info & processes concrete solutionsLogical approachSelf-directed, but not particularly collaborative

May prematurely make a decision or rush to solve a problem (tunnel vision)Fall into treating symptoms rather than causes

DIVERGER Creator, BrainstormingTakes info from concrete exp & processesPrefer to observe others before performing Takes time to determine what is pertinent and what doesn’t applyImagination allows for creation of many alternative solutions

Can become overwhelmed by alternatives & indecisiveness through observation, may have difficulty prioritizing tasksThoroughness can interfere with sense of urgency that exists with some situations

ASSIMILATOR Systematic PlannerGoal Setter, takes in abstract info & observations to create a rational explanation, Inductive ReasonerUnderstand theory or evidence approach to medicineEnjoy reading research, exploring additional information related to clinical experience

Tends to create “castles in the air”, may be impractical, may prematurely discuss solutions without all the critical factsCan get lost in theory and try to “reinvent the wheel”Prefer to work alone and view ACI as expert

ACCOMMODATOR Do-er, Very practical, action oriented studentLearns though practical experience, adapts to change, transforms concrete info into action Work well with others, peer-assisted learning, role playing, etc.

May be pushy or impatient, too much time on trivial tasks may miss out on learning opportunitiesRisk takers who act first ask questions laterLearn the how but not always the whyNeed to be constantly challenged with new experiences

Weidner, TG. The Athletic Trainer’s Pocket Guide to Clinical Teaching, Thoroughfare, NJ, 2009

The Difficult Learner

Weidner, TG. The Athletic Trainer’s Pocket Guide to Clinical Teaching, Thoroughfare, NJ, 2009

So, what does it all mean?

• More than one way to approach learning and teaching

• LS are fluid and change depending on situation• LS can also change as a student progresses

through the clinical experience


Role Play ScenariosGroups of 3

Scenarios

• Split into 5 different groups• Assign a note taker/presenter• Review one of the following scenarios• Each group provide their “answers” to the

scenario.• When discussing the scenario, think about Learning

styles and how it plays a role in each situation

Scenario #1

• You are a clinical instructor in a large New York City hospital. Under your guidance your student has become more interested in the clinical setting and has expressed interest in becoming a clinical exercise physiologist. For the past 8 weeks of the semester the student has been meeting expectations.

• However, during the last week, you have noticed that your student is showing signs of excessive fatigue. You have also heard him talking to a coworker about being out late at night “clubbing”. He is also complaining about his workload at school piling up and having difficulty getting assignments completed.

• A patient raised a concern with you about how the student seemed very distracted during her last visit. How would you handle this?

Scenario #2

• You have a student who is intelligent, skilled, and meets all the academic and clinical standards but challenges you as the ACI with poor attendance, tardiness, violation of dress code, and minimal effort and engagement at the site

• What strategies would you employ to manage this student?

• How would you change your approach or teaching style? Or not? Provide specific examples.

• At what point would you engage the clinical coordinator/school contact in the problem?

Scenario #3

• You are supervising a 2nd year ATS during Men’s Soccer this fall. You have a case for the student to evaluate. After completing a minimal history, inspection, 2 special tests, he comes to the diagnosis of Grade 2 ATF ligament sprain. You are prompting him to consider other possibilities or 2ndary injuries, but the student doesn’t see the point, management would be the same.

• How do you handle this? What are your options? Is there another way to approach this? What learning style does this reflect?

Scenario #4

• You are a first time ACI, having recently completed your Master’s Degree. Two weeks into the semester, you notice that a 2nd year athletic training student assigned to you is not taking initiative with rehabilitation programs for your athletes. She is hesitate to make decisions with her evaluations and after one poor attempt, she does not set-up an initial treatment for injuries.

• How you would motivate your student? In what ways could you get the student to apply information learned in previous courses?

• How would you get them to demonstrate leadership and take initiative?

Scenario #5

• The 3rd year ATS assigned to you has excellent skills, reliability, judgment, and abilities. He does however have upper extremity below-elbow prosthesis. He performs all skills required of him and excels with his responsibilities; however, the coach (or supervisor) of the athletes/patients you work with doesn’t want the student working with his athletes/patients.

• How do you manage this situation? What issues must you consider in your decisions? How would you rank them in terms of priority and concerns?

Scenario #6

• You are a director of personal training in a well known fitness facility with an exclusive clientele. You are supervising a student for the past 3 weeks. Your student, however, the student seems to enjoy working with female clients and staff.

• You have heard him make suggestive comments to a new female trainer. You also heard him make comments to fellow male trainers about particular female clients and female staff. It is becoming obvious that the student is conducting himself inappropriately.

• During week 5 of a 7 week field experience, a female staff member comes to you to complain about the student’s lack of professionalism and threatens to sue for sexual harassment unless something is done.

• How would you handle this?

Scenario #7 GAME DAY!

• Day long Tennis Tournament (ATC, One 3rd Year ATS and Two 2nd Year ATS)

• You are in the middle of pre-match treatments when 2 of the visiting teams walk into the ATR. Neither team has an ATC with them, and you direct your 3rd Year to assist them until you are done with your manual therapy treatment. The 3rd year student manages the best he can, but match time is approaching and he is watching the WWP fill up and the 2nd years are looking over class assignments due on Monday.

• Your treatment is done and you step in, delegate and get everyone moving along in 20 minutes.

• What happened with the 3rd year student? How would you address this situation? Give a positive and negative example. What learning style is this?

Management and Administration

Handbooks

• LIU students must abide by University Bulletin• ATS must abide by policies and procedures

outlined in Athletic Training Student Handbook (update by Fall 2011)• Including NATA Code of Ethics, BOC Standards of Practice

• ATS must abide by policies and procedures of the clinical site.

• Failure to conduct themselves according to the outlined policies and procedures can result in disciplinary action

Problems?

• CALL or EMAIL myself or David• Mediate any issues, concerns, or problems with

students• Keep me aware of tardiness, not showing up,

dress code violations, etc.• DON’T WAIT until the end of the semester• Student’s can be reassigned

Where to Get More Information

• LIU ATEP Clinical Education Site:http://sites.google.com/site/liuatepce/

• ACI Manual• LIU ATS HANDBOOK

• NATA http://www.nata.org/• NATA Think Tanks

• NATA BOC http://www.bocatc.org/ • Athletic Training Education Journal

http://www.nataej.org/ • CAATE http://www.caate.net/ • ASEP www.asep.org• NSCA www.nsca-lift.org• ACSM www.acsm.org• APS www.the-aps.org

Clinical Instructor Educator Mission

To ensure the consistent delivery of athletic training clinical education while promoting institutional autonomy.

Please fill out an evaluation @ http://tinyurl.com/ACIWorkshopEval

Thank you!

Works cited

1. Weidner, TG, Henning JM. Development of Standards and criteria for the selection, training, and evaluation of athletic training approved clinical instructors. J Athl Train. 2004;39(4):335-343

2. Rich, VJ. Clinical Instructors’ and Athletic Training Students’ Perceptions of Teachable Moments in an AT CE Setting. J of Athl 2009;44(3):294-303