Allied health students' perceptions of effective clinical instruction.

Students of allied health who have positive clinical education experiences often accept employment offered by their clinical sites. Most allied health professionals are not trained to be educators; to improve student clinical experiences, students were surveyed regarding their learning experiences during clinical internships. This study examined the teaching abilities and professional development training needs of clinical supervisors as identified by student perceptions. Results were compared with the results of the clinical supervisors' perceptions of themselves. A survey addressed the students' perceptions of the clinical supervisors' teaching skills. Results revealed that both students and clinical supervisors identified similar professional development training needs as they related to the improvement of teaching skills. The identified needs were understanding different learning styles, planning learning experiences prior to students' arrival, giving feedback, and assessing student skills based on learning goals. Students and clinical supervisors agreed on the areas that need to be addressed to improve the learning experiences in clinical education. Continuing education courses should focus on clinical supervisors' teaching skills, especially teaching methodology that focuses on students' different learning styles, how to plan learning experiences, and how to assess students' skills based on set learning goals.

Training health care providers to be educators.

BACKGROUND: Students in the allied health field who have a positive clinical education experience often accept employment opportunities offered by their clinical site. Most allied health professionals are not trained to be educators. Professional development in the area of teaching could assist the professional to be a more effective teacher and therefore improve the clinical experience. PURPOSE: This study examined the professional development needs of clinical supervisors for a state university as they relate to being educators. METHODS: A survey was mailed to 520 clinical supervisors from an allied health program in a state university in Illinois. The survey addressed the clinical instructors'/preceptors' confidence level in their teaching skills and their interest in attending training on teaching strategies. FINDINGS: Results revealed that clinical supervisors in rural areas are less confident in their clinical teaching skills but are more confident in their ability to practice evidence-care based care and to work with their community compared with their urban and suburban counterparts. Respondents were also interested in a workshop or having access to a Web site on effective clinical teaching strategies. CONCLUSIONS: Clinical supervisors have a need and interest in improving their teaching skills. Improving clinical teaching skills could be addressed by providing a continuing education workshop and/or developing an academic Web site on effective teaching strategies.

The status of complementary and alternative medicine education in U.S. physician assistant programs.

BACKGROUND: Many Americans use complementary and alternative medicine (CAM). Medical educators have responded by incorporating CAM education into their curricula. Research has reported on the number and types of CAM therapies included in physician assistant (PA) curricula, but information on the purposes, methods, and practice of CAM education is lacking. PURPOSE: This study was designed to identify the content, methods, purpose, and orientation to CAM education in PA curricula. METHODS: An online survey of all accredited physician assistant programs in the United States addressing content, teaching methods, instructor qualifications, and core competencies was administered. RESULTS: Response rate was 68%: 77% of PA programs included CAM education in their curriculum; 93% stated it was required. The median number of CAM therapies included in the curriculum was 10. Reasons for including CAM were increased use by patients (79%), complementary medicine in the medical literature (66%), and faculty interest or request (62%). For most PA programs, CAM is taught as a component of other courses through lectures and written exams. Core competencies are consistent with recommendations of the PA profession, as well as other professional medical associations. CONCLUSIONS: Most PA programs have incorporated CAM instruction into their curricula. Content is typically limited to those CAM therapies most commonly encountered in medical practice. The means and methods of teaching CAM are largely the same as for traditional medical content. The most common objectives of CAM education are learning to assess for CAM use, educating patients, and recognizing indications and contraindications while respecting patients' health beliefs and choices.