● Sullivan, M. G., & Jampel, A. (2007). Implications for practice: Applying the dimensions of expertise for staff professional development . In G. Jensen, J. Gwyer, L. Hack, & K. Shepard References Abrams, R. G. (1983). Questioning in preclinical and clinical instruction. Journal of Dental Education. 47 : 599. American Board of Physical Therapy Residency and Fellowship Education. (2013). Mentoring resource manual . Alexandria, VA: American Physical Therapy Association. American Physical Therapy Association. (2004). Guidelines and self-assessments for clinical education . Alexandria, VA: American Physical Therapy Association. American Physical Therapy Association. (2010). Guide for professional conduct . Alexandria, VA: American Physical Therapy Association. American Physical Therapy Association. (2012). Credentialed clinical instructor program manual . Alexandria, VA: American Physical Therapy Association. American Physical Therapy Association. (2018). Core Values for the Physical Therapist . Retrieved from http:// www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/Ethics/CoreValuesEndorsement.pdf. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives . New York: Pearson, Allyn & Bacon. Baker, S., Painter, E., Morgan, B., Kaus, A., Petersen, E., Allen, C., Deyle, G., & Jensen, G. (2017). Systematic clinical reasoning in physical therapy (SCRIPT): Tool for the purposeful practice of clinical reasoning in orthopedic manual physical therapy. Physical Therapy, 97 (1), 61-70. Barr, J. B., & Tichenor, C. J. (2013). In G. Jensen & E. Mostrom (Eds.) Handbook of teaching and learning for physical therapists (3rd ed., pp. 259-273). St. Louis, MO: Elsevier. Billett, S. (2016). Learning through health care work: Premises, contributions and practices. Medical Education, 50 , 124-131. Bloom, B. S. (Ed.), Engelhart, M.D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). T axonomy of educational objectives: Handbook 1: Cognitive domain . New York: David McKay Co Inc. Bransford, J. D., Brown, A., L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and schoo l. Washington, DC: National Academy Press. Christensen, N., & Nordstrom, T. (2013). Facilitating the teaching and learning of clinical reasoning. In G. M. Jensen & E. Mostrom (Eds.). Handbook of teaching and learning for physical therapists (3rd ed., pp. 183- 199). Boston, MA: Butterworth Heinemann. Christensen, N., Black, L., Furze, J., Huhn, K., Vendrely A., & Wainwright, S. (2017). Clinical reasoning: Survey of teaching methods, integration, and assessment in entry-level physical therapist academic education. Physical Therapy, 97 (2): 175-186. Commission on Accreditation in Physical Therapy Education, (2018). Aggregate program data 2017- 2018: Physical therapist education programs fact sheet . Alexandria, VA: American Physical Therapy Association. Croskerry P. (2003). The importance of cognitive errors in diagnosis and strategies to minimize them. Academic Medicine,78 , 775-780. Cutrer, W. B., Miller, B., Pusic, M., Mejicano, G., Mangrulkar, R., Gruppen, L., Hawkins, R., Skochelak, S., & Moore, D. (2017). Fostering the development of master adaptive learners: A conceptual model to guide skill acquisition in medical education. Academic Medicine, 92 , 70-75. Epstein, A., Shulman, L., & Spafka, S. (1978). Medical problem-solving: An analysis of clinical reasoning . Cambridge, MA: Harvard University Press. Epstein, R. M. (2008). Reflection, perception and the acquisition of wisdom. Medical Education, 42 , 1048-1050. Frost, J. S. (2013). Preparation for teaching in clinical settings. In G. Jensen & E. Mostrom (Eds.), Handbook of teaching and learning for physical therapists (3rd ed., pp. 124-135). St. Louis, MO: Elsevier. Fuller, A., Hodkinson, H., Hodkinson, P., & Unwin, L. (2005). Learning as peripheral participation in communities of practice: A reassessment of key concepts in workplace learning. British Educational Research Journal, 31 (1), 49-68. Fu, W. (2015). Development of an innovative tool to assess student physical therapists’ clinical reasoning competency. Journal of Physical Therapy Education, 29 (4), 14-26. Furze, J., Black, L., Cochran, T., Gale, J., & Jensen, G. (2015). Clinical reasoning: Development of a grading rubric for student assessment. Journal of Physical Therapy Education, 29 (3), 34-45. Furze, J., Black, L., Hoffman, J., Barr, J. B., Cochran, T., & Jensen, G. (2015). Exploration of students’ clinical reasoning development in entry-level physical therapy education. Journal of Physical Therapy Education, 2 9(3), 22-33. Halfer, J. (2011). Extraordinary learning in the workplace . New York, NY, Springer. Higgs, J. (1992). Managing clinical education: The educator-manager and the self-directed learner. Physiotherapy, 78 , 822. a. Cognitive learning. b. Behavioral learning. c. Social learning. d. Workplace learning. 12. In physical and occupational therapy, workplace learning is best known as: a. Biomechanical education. b. Didactic education. c. Clinical education. d. Anatomical education. 13. One important role of the student/learner in the clinical education environment is to: a. Manage physical therapists. b. Create patient schedules. c. Communicate with administrators about quality improvement projects. d. Gain additional content knowledge. 14. Which of the following are skills of effective clinical instructors?
(Eds.), Expertise in physical therapy practice (2rd ed., pp 240- 312). St. Louis, MO: Elsevier.
Huhn, K., Black, L., Jensen, G., & Deutsch, J. (2011). Construct validity of the health science reasoning test. Journal of Allied Health, 40 ,181-186. Jensen, G. M., Gwyer, J., Shepard K., & Hack, L. M. (2000). Expert practice in physical therapy. Physical Therapy, 80 , 28-43. Jensen, G. M., Mostrom, E., & Shepard, K. F. (2013). In G. Jensen & E. Mostrom (Eds.) Handbook of teaching and learning for physical therapists (3rd ed., pp. 36-52). St. Louis, MO: Elsevier. Jensen, G. M., Nordstrom, T., Mostrom, E., Hack, L. M., & Gwyer, J. (2017). National study of excellence and innovation in physical therapist education, part 1—Design, method, and results. Physical Therapy. 97 (9), 857-874. Kelly, S. (2007). The exemplary clinical instructor: A qualitative case study. Journal of Physical Therapy Education, 21 (1), 63–69. Lang, V., Schuwirth, L., Durning, S., & Rencic, J. (2015). Assessment for clinical reasoning. In R. Trowbridge, J. Rencic, & S. Durning (Eds.), Teaching clinical reasoning (pp 122-124). Philadelphia, PA: American College of Physicians. McCallum, C. A., Mosher, P. D., Jacobson, P. J., Gallivan, S. P., & Giuffre, S. M. (2013). Quality in physical therapist clinical education: A systematic review. Physical Therapy, 93 (10), 1298-1311. McCallum, C. A., Reed, R., Bachman, S., & Murray, L. (2016). A systematic review of physical therapist clinical instructor demographics and key characteristics: Impact on student clinical education experiences. Journal of Physical Therapy Education, 30 (3), 11-20. Montgomery, K. (2006). How doctors think: Clinical judgment and the practice of medicine . New York, NY: Oxford Press. Mostrom, E. (2013). In G. Jensen & E. Mostrom (Eds.), Handbook of teaching and learning for physical therapists (3rd ed., pp 159-175). St. Louis, MO: Elsevier. Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step “microskills” model of clinical teaching. Journal of American Board of Family Practice, 5 (5): 419-424. Nikipoulou-Smyrni, P., & Nikopoulos, C. (2007). A new integrated model of clinical reasoning: Development, description, and preliminary assessment in patients with stroke. Disability Rehabilitation, 29 (14), 1129-1138. Norcini, J. (2016). Understanding learning in the workplace for those who practise: We can’t wait another 50 years. Medical Education, 50 , 3-23. Paschal, K. (2013). Preparation for teaching in clinical settings. In G. Jensen & E. Mostrom (Eds.), Handbook of teaching and learning for physical therapists (3rd ed., pp. 145-158). St. Louis, MO: Elsevier. Radcliffe, T., & Durning, S. (2015) Theoretical concepts to consider in providing clinical reasoning instruction. In: R. Trowbridge, J. Rencic, S. Durning (Eds), Teaching Clinical Reasoning (pp. 13-30). Philadelphia, PA: American College of Physicians. Recker-Hughes, C., Wetherbee, G., Buccieri, K., Fitzpatrick Timmerberg, J., & Stolfi, A. (2014). Essential characteristics of quality clinical education experiences: Standards to facilitating learning. Journal of Physical Therapy Education, 28 , 48-55. Rindflesch, A., Hoversten, K., Patterson, B., Thomas, L., & Dunfee, H. (2013). Students’ description of factors contributing to a meaningful clinical experience in entry-level physical therapist professional education. Work, 44( 3), 265-274. Roach, K., Frost, J., Francis, N., Giles, S., Nordrum, J., & Delitto, A. (2012). Validation of the revised physical therapist clinical performance instrument (PT CPI): Version 2006. Physical Therapy, 92 (3), 416- 428. Sambunjak, D., & Marusic, A. (2009). Mentoring: What’s in a name? Journal of American Medical Association, 302 (23), 2591-2592. Schön, D. A. 1983. The reflective practitioner: How professionals think in action . New York, NY; Basic Books. Shulman, L. (2007). Practical wisdom in the service of professional practice. Educational Researcher, 36 (9),560- 563. Schumacher, D., Englander, R., & Carraccio, C. (2013). Developing the master learner: Applying learning theory to the learner, the teacher, and the learning environment. Academic Medicine, 8 8, 1635-1645.
Wainwright, S. F., Shepard, K., Harman, L. B, & Stephens, J. (2010). Novice and experienced physical therapist clinicians: A comparison of how reflection is used to inform the clinical decision-making process. Physical Therapy, 90 , 75-88. Walmsley, C., & Birkbeck, J. (2006). Personal narrative writing: A method of values reflection for BSW students. Journal of Teaching Social Work, 26 , 111-126. Wolpaw, T. M., Wolpaw, D. R., & Papp, K. K. (2003). SNAPPS: A learner-centered model for outpatient education. Academic Medicine, 78 (9), 893-898. World Health Organization. (2001). International classification of functioning, dis ability and health: ICF . Geneva, Switzerland: World Health Organization. CLINICAL MENTORSHIP: TEACHING AND LEARNING STRATEGIES IN CLINICAL PRACTICE Final Examination Questions Select the best answer for each question and mark your answers on the Final Examination Answer Sheet found on page 148, or complete your test online at EliteLearning.com/Book 11. The clinical setting is optimal for physical therapist student learning based upon the concept of: 15. Which of the following mentor characteristics supports learning in the clinical setting?
a. Learner-centered. b. Patient-centered.
c. Psychomotor skill-centered. d. Reimbursement-centered. 16. The educator should evaluate student or learner performance incorporating what type of perspective and how often? a. Multiple perspectives at one point in time. b. Single perspective over multiple points in time. c. Multiple perspectives over multiple points in time. d. Single perspective at one point in time. 17. When the educator identifies an area of needed improvement for the learner, this is known as a(n): a. Physical therapy diagnosis.
b. Learner diagnosis. c. Medical diagnosis. d. Differential diagnosis.
a. Writing skills. b. Transfer skills. c. Interpersonal skills. d. Cognitive skills.
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