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.

Does requiring continuing education units for professional licensing renewal assure quality patient care?

Although most states in the United States require health care professionals to complete continuing education units (CEUs) for licensure renewal, little evidence to date has established a relationship between completing CEUs and clinical competency. Considering the high cost of health care delivery and services, it would be prudent for both managers and consumers of health care to review the costs and benefits of requiring CEUs for professional licensing renewal. This study features an extensive review of the literature to analyze the supportive as well as the opposing views of mandatory CEUs for professional license renewal. Most of the studies reviewed reported almost no relationship between participation in traditional continuing education courses and improved patient outcomes. Several recommendations evolved out of this study for improving patient outcomes following the attendance of continuing education courses.

Radiographic analysis of intervertebral separation with a 0 degrees and 30 degrees rope angle using the Saunders cervical traction device.

STUDY DESIGN: Radiographic analysis of cervical intervertebral separation, (IVS) while using the Saunders Cervical Traction Device (SCTD) (Chattanooga Corp., Chattanooga, TN) on a healthy population. OBJECTIVE: To determine whether a rope angle of 0 degrees or 30 degrees achieves higher posterior and anterior IVS when using the SCTD. SUMMARY OF BACKGROUND DATA: To our knowledge, research using a 0 degrees rope angle and the SCTD has not been documented. METHODS: A convenience sample of 15 females and 5 males, with no history of cervical dysfunction, trauma, or pain, participated in the study. Static mechanical cervical traction, using the SCTD at a 0 degrees rope angle, was applied for 2 minutes using 11.34 kg (25 lb) of force. A cross-table lateral cervical spine radiograph was obtained before traction and again at 2 minutes of traction. Two weeks later, the subjects underwent the same procedure with the rope angle set at 30 degrees . RESULTS: A 0 degrees rope angle produced a significant mean difference in anterior IVS at all cervical segments as compared to a 30 degrees rope angle. Traction measurements comparing posterior IVS at 0 degrees and 30 degrees were not statistically significant. However, the posterior IVS increased significantly at a 0 degrees rope angle, with the exception of C2-C3. CONCLUSIONS: The research findings may have treatment implications when applying cervical traction with the SCTD. Further research using subjects with cervical nerve root compression will need to be conducted to substantiate clinical outcomes.

Academic self-concept, academic achievement, and leadership in university students studying in a physical therapy program.

Students enrolled in a selected admissions program, in which there are a limited number of student positions available, were assessed for academic self-concept using the Dimensions of Self-Concept upon entry into the program. This study was performed to explore whether academic self-concept scores could predict successful completion of an academic program and the impact of self-concept scores on academic achievement and professional leadership.