A Practical Approach to Clinical Instruction EATA Workshop January - - PowerPoint PPT Presentation

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a practical approach to clinical instruction
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A Practical Approach to Clinical Instruction EATA Workshop January - - PowerPoint PPT Presentation

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A Practical Approach to Clinical Instruction EATA Workshop January 8, 2006 Agenda Opening Remarks Students Skill Level Introduction of Global Concepts Situational Supervision Strategic Questioning Feedback

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A Practical Approach to Clinical Instruction

EATA Workshop January 8, 2006

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Agenda

♦ Opening Remarks

– Students’ Skill Level – Introduction of Global Concepts – Situational Supervision – Strategic Questioning – Feedback

♦ Application of Concepts

– Small group breakout sessions

♦ Closing the loop

– Group Q & A

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AT Student’s Skill Levels

♦ Novice

– Possesses minimal skill level and may have basic knowledge of concepts/ theories.

♦ Intermediate

– Possesses increased skill level but not yet proficient. – Possesses increased experience base. – Possesses ability to understand, apply, and analyze concepts

Advanced

– Possesses advanced skill set and is reaching or has achieved proficiency – Possesses significant experience with concept/skill – Possesses ability to synthesize and evaluate information

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Global Concept

♦ When evaluating learning models, a trend

exist in the similarities between the continually evolving process of:

– Supervision – Questioning – Feedback

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SQF Model

Supervision Questioning Feedback ATS’s Experiences and Exposures Low High

Inexperienced Experienced

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Situational Supervision

Relationship to Clinical Education

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Blanchard’s Situational Leadership

(1985) high

S3 S2 Supporting Coaching Capable, but Disillusioned Cautious Contributor Learner D3 D2 D4 D1 Self-Reliant Enthusiastic Achiever Beginner Delegating Directing S4 S1

low high

Directive Behavior Supportive Behavior

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Situational Supervision

♦ If student is unable/unsure, the ACI should

provide

– direction, coaching or support as needed

♦ If student is able to complete the task

independently, the ACI should

– observe and delegate – allow ATS to report results

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SQF Model

Supervision Questioning Feedback ATS’s Experiences and Exposures Low High

Inexperienced Experienced

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Strategic Questioning

Relationship to Clinical Education

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Questioning Athletic Training Students

♦ Non-strategic Questioning

– “Traveling without a map” – “Destination California; got as far as…..”

♦ Strategic Questioning

– “AAA Trip Tic” – Stimulating cognitive processing at multiple levels for the specific purpose of stimulating critical thinking

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Terminology to stimulate different levels of thinking (Bloom)

♦ Knowledge name, describe, define, list ♦ Comprehension give examples, identify, explain ♦ Application utilize, apply, based on … ♦ Analysis compare, separate, determine ♦ Synthesis create, design, develop ♦ Evaluation justify, summarize, predict, judge

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Strategic Questioning through Funneling

♦ Funneling is a questioning technique that

seeks to assist the student in processing information in a very specific sequence

(Priest & Gass, 1997)

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Strategic Questioning through Funneling

– What Level: what do they know to be true about a given topic/concept/technique? – So What Level: what do they know about applying basic information and how well do they understand concepts/application? – Now What: what is relevant; what meaning can be derived; what are the implications, consequences?

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Start with asking What?

What Questions: are asked most frequently and target knowledge, comprehension & application

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Next ask So What?

So What Questions: fewer number of so what questions are asked; target analysis & synthesis WHAT?

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Next ask Now What?

WHAT? SO WHAT? Now what Questions: are posed least frequently and target synthesis and evaluation.

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Finally ask Now What?

WHAT? SO WHAT? NOW WHAT?

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Strategic Questioning Through Funneling

♦ Always start with WHAT level questions

and progress toward NOW WHAT questions.

♦ Number of questions asked or complexity

  • f questions asked should be determined by

level of experience and knowledge student has with given topic/experience

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SQF Model

Supervision Questioning Feedback ATS’s Experiences and Exposures Low High

Inexperienced Experienced

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Feedback

“the return of information about the result of a process” “… should encourage and provide feedback when new and/or difficult clinical situations arise”

“constructive feedback should be frequent and

  • bjective”

Weidner & Henning, 2004 American Heritage Dictionary, 2nd ed

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Formative vs. Summative

♦ Formative:

♦ “… formative

evaluation is specific to a particular situation at a particular time.”

♦ Summative:

♦ “…summative

evaluation refers to general feedback about overall performance.”

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Feedback in Action

An AT student attempts to demonstrate a thumb spica. It does not limit thumb hyperextension. ACI asks the student to check bilaterally if thumb hyperextension has been limited. AT student recognizes that the thumb spica technique was inappropriate based on his/her understanding of limiting range of motion. ACI provides verbal feedback on how to improve the student’s thumb spica skill and demonstrates appropriate technique.

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Feedback in Action

Formative Feedback = ACI immediately praises/ corrects the student’s specific actions (appropriate technique & application of tape) Summative Feedback = ACI assesses the student’s

  • verall performance of completing a thumb

spica to prevent thumb hyperextension and provides praise and suggestions for improvement

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Novice Skill Level

Minimal skill level and new/basic understanding

  • f a concept/skill
  • Requires direction coaching supervision
  • Requires lower level questioning
  • Requires frequent & specific feedback
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Intermediate Skill Level

Has a basic understanding of a concept Has had some basic experience and analysis of a concept

  • Requires coaching supporting supervision
  • Requires moderate level questioning
  • Requires frequent & specific feedback

to match ATS’s skill level

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Advanced Skill Level

Has a thorough understanding of a concept/ skill Has had significant experience with concept/ skill Has an ability to synthesize information

  • Requires supporting delegating with

minimal supervision

  • Requires advanced level questioning
  • Requires frequent & specific feedback

to match ATS’s skill level

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SQF Model

Supervision Questioning Feedback ATS’s Experiences and Exposures Low High

Inexperienced Experienced

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Application of Concepts

Breakout session

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Closing the Loop

The SQF Model: Putting It All Together

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SQF Model

Supervision Questioning Feedback ATS’s Experiences and Exposures Low High

Inexperienced Experienced

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SQF Model

Supervision Questioning Feedback ATS’s Experiences and Exposures Low High

Inexperienced Experienced

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SQF Model

Supervision Questioning Feedback ATS’s Experiences and Exposures Low High

Inexperienced Experienced

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Thank you for your participation. If you have additional questions, please contact us at:

♦ Presenters:

– Dr. Mary Barnum: mbarnum@spfldcol.edu – Ms. Carrie Graham:carrie.graham@uconn.edu – Dr. Susan Guyer: mguyer@spfldcol.edu – Dr. Linda Levy:levy@mail.plymouth.edu

♦ Facilitators:

– Dr. Amy Everitt: amy.everitt@salemstate.edu – Professor Cristina Haverty: CHaverty@Lasell.edu – Thank you to the students who assisted in this workshop!