Physical Therapy: Clinical Mentorship: Teaching and Learning Strategies in Clinical Practice

24.00
Online

About the Author

Jennifer Furze, PT, DPT, is an Associate Professor and Vice Chair in the Department of Physical Therapy at Creighton University. She is a board certified clinical specialist in pediatric physical therapy and the coordinator of the Creighton University Pediatric Physical Therapy Residency program. Nationally, she served on the American Board of Physical Therapy Specialties (ABPTS) Pediatric Specialty Council and as chair of the Academic and Clinical Education Special Interest Group of the Academy of Pediatric Physical Therapy. She teaches in the pediatric area of a systems-based lifespan curriculum. Her published educational research centers around clinical reasoning, effective teaching methods, and pediatric physical therapy education. She was a recent recipient of the Stanford Award for the most influential publication in the Journal of Physical Therapy Education. Dr. Furze is clinically active and has been teaching students in the didactic and clinical curriculum for 18 years. She earned a bachelor of science degree from the University of Scranton and her doctor of physical therapy degree from Creighton University.

Peer reviewer: Alecia Thiele, PT, DPT, MSEd, ATC, LAT is an Associate Professor and the Academic Coordinator of Clinical Education (ACCE) in the Physical Therapy Department at Clarke University in Dubuque, IA. She has been in this position since 1999, and also served as Assistant ACCE at the University in 1997. She received her bachelor of science degree in Physical Therapy in 1991 from the University of Wisconsin La-Crosse, her master of science degree in Education from the University of Wisconsin Platteville in 2001, and her clinical doctorate from Clarke in 2006. She is also a certified athletic trainer and generational trainer. Dr. Thiele has published and presented on professional behaviors, generational influences, clinical education, integrated clinical education, interdisciplinary medicine, technology, and her experiences with post intensive care syndrome. Her most recent publication was in the Physical Therapy Journal in 2018, and she has multiple publications in the Journal of Physical Therapy Education. She obtained her American Physical Therapy Association (APTA) Certification as a trainer for the APTA Credentialed Clinical Instructor Program (CCIP) in 2000 and the Advanced CCIP (ACCIP) in 2007, training hundreds of clinical instructors at the basic and advanced levels. She is currently the Treasurer for the APTA Education Section and served as the Secretary, National Clinical Education ACCE Co-Chair, Clinical Education Special Interest Group (CESIG) Secretary, and CESIG Programming Chair for the Academy of Physical Therapy Education. She is a member of the Iowa Clinical Education Consortium, and has served as the Center Coordinator for clinical education in her sports medicine practice area for the past 25 years. Her specialty area of clinical practice is sports medicine and athletic training. Alecia has been practicing physical therapy for the past 27 years and athletic training for the past 23 years.

Learning objectives

•Describe the importance of and preparation for teaching in the clinical setting for the health professions.

•Identify skills to prepare a clinical instructor or mentor for teaching in clinical practice or the workplace.

•Explain how to determine the readiness of a learner in the clinical setting, and assess the learner’s growth, and make an educational diagnosis.

•Identify characteristics of effective clinical educators and mentors to improve learning in the clinical setting.

•Compare and contrast clinical reasoning strategies to use in the clinical education environment.

•Discuss effective learner assessment strategies to determine competence in the clinical setting and workplace.


Want Unlimited CE? Become a Member

Physical Therapy: Clinical Mentorship: Teaching and Learning Strategies in Clinical Practice

24.00

About the Author

Jennifer Furze, PT, DPT, is an Associate Professor and Vice Chair in the Department of Physical Therapy at Creighton University. She is a board certified clinical specialist in pediatric physical therapy and the coordinator of the Creighton University Pediatric Physical Therapy Residency program. Nationally, she served on the American Board of Physical Therapy Specialties (ABPTS) Pediatric Specialty Council and as chair of the Academic and Clinical Education Special Interest Group of the Academy of Pediatric Physical Therapy. She teaches in the pediatric area of a systems-based lifespan curriculum. Her published educational research centers around clinical reasoning, effective teaching methods, and pediatric physical therapy education. She was a recent recipient of the Stanford Award for the most influential publication in the Journal of Physical Therapy Education. Dr. Furze is clinically active and has been teaching students in the didactic and clinical curriculum for 18 years. She earned a bachelor of science degree from the University of Scranton and her doctor of physical therapy degree from Creighton University.

Peer reviewer: Alecia Thiele, PT, DPT, MSEd, ATC, LAT is an Associate Professor and the Academic Coordinator of Clinical Education (ACCE) in the Physical Therapy Department at Clarke University in Dubuque, IA. She has been in this position since 1999, and also served as Assistant ACCE at the University in 1997. She received her bachelor of science degree in Physical Therapy in 1991 from the University of Wisconsin La-Crosse, her master of science degree in Education from the University of Wisconsin Platteville in 2001, and her clinical doctorate from Clarke in 2006. She is also a certified athletic trainer and generational trainer. Dr. Thiele has published and presented on professional behaviors, generational influences, clinical education, integrated clinical education, interdisciplinary medicine, technology, and her experiences with post intensive care syndrome. Her most recent publication was in the Physical Therapy Journal in 2018, and she has multiple publications in the Journal of Physical Therapy Education. She obtained her American Physical Therapy Association (APTA) Certification as a trainer for the APTA Credentialed Clinical Instructor Program (CCIP) in 2000 and the Advanced CCIP (ACCIP) in 2007, training hundreds of clinical instructors at the basic and advanced levels. She is currently the Treasurer for the APTA Education Section and served as the Secretary, National Clinical Education ACCE Co-Chair, Clinical Education Special Interest Group (CESIG) Secretary, and CESIG Programming Chair for the Academy of Physical Therapy Education. She is a member of the Iowa Clinical Education Consortium, and has served as the Center Coordinator for clinical education in her sports medicine practice area for the past 25 years. Her specialty area of clinical practice is sports medicine and athletic training. Alecia has been practicing physical therapy for the past 27 years and athletic training for the past 23 years.

Learning objectives

•Describe the importance of and preparation for teaching in the clinical setting for the health professions.

•Identify skills to prepare a clinical instructor or mentor for teaching in clinical practice or the workplace.

•Explain how to determine the readiness of a learner in the clinical setting, and assess the learner’s growth, and make an educational diagnosis.

•Identify characteristics of effective clinical educators and mentors to improve learning in the clinical setting.

•Compare and contrast clinical reasoning strategies to use in the clinical education environment.

•Discuss effective learner assessment strategies to determine competence in the clinical setting and workplace.