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Hopefully this resource helped build your confidence in the training and progression of your student through their acute care rotation. Becoming a clinical instructor can be very rewarding, and having the confidence to tackle any roadblocks that come your way can help you become a more well-rounded educator!
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References
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons, Incorporated.
Collins, J. B., & Pratt, D. D. (2010). The teaching perspectives inventory at 10 years and 100,000 respondents. Adult Education Quarterly, 61(4), 358–375. https://doi.org/10.1177/0741713610392763
Coviello, J., OTD, OTR/L, Klunk, S., MBA, OTR/L, & Meyer, K., OTD, MS, OTR/L, BCP (2023, March 9). Promoting Student Success: Tips for supporting the struggling student and challenging the exceptional student. [Continuing Education Webinar]. Philadelphia Region Fieldwork and Capstone Consortium. https://www.philaotfwconsortium.org/educational-events/
Dudek, N. L., Marks, M. B., & Regehr, G. (2005). Failure to fail: The Perspectives of Clinical Supervisors. Academic Medicine, 80(Supplement), S84–S87. https://doi.org/10.1097/00001888-200510001-00023
Fleming, N., and Baume, D. (2006) Learning Styles Again: VARKing up the right tree!, Educational Developments, SEDA Ltd, Issue 7.4, Nov. 2006, p4-7.
French, J. C., Colbert, C. Y., Pien, L. C., Dannefer, E. F., & Taylor, C. A. (2015). Targeted feedback in the milestones era: Utilization of the ask-tell-ask feedback model to promote reflection and self-assessment. Journal of Surgical Education, 72(6). https://doi.org/10.1016/j.jsurg.2015.05.016
French, J., & Pien, L. C. (2022, October). Written Feedback for Health Professions Educators. Learner Assessment in Health Professions Education. Live Zoom Meeting; Live Zoom Meeting.
Logan, R. M., Johnson, C. E., & Worsham, J. W. (2021). Development of an e-learning module to facilitate student learning and outcomes. Teaching and Learning in Nursing, 16(2), 139–142. https://doi.org/10.1016/j.teln.2020.10.007
Merriam, S. B., & Bierema, L. L. (2013). Self-Directed Learning. In Adult learning: Linking theory and practice (pp. 62–81). John Wiley & Sons, Incorporated.
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517. https://doi.org/10.1080/02602931003786559
Patterson, B., & D'Amico, M. (2020). What does the evidence say about student, fieldwork educator, and new occupational therapy practitioner perceptions of successful level II fieldwork and transition to practice? A scoping review. Journal of Occupational Therapy Education, 4(2). https://doi.org/10.26681/jote.2020.040210
Robertson, A. C., Fowler, L. C., & Juve, A. M. (2017). Using the Teaching Perspectives Inventory as an Introduction to a Residents-as-Teachers Curriculum. The journal of education in perioperative medicine: JEPM, 19(4), E614.
Robertson, L., Smellie, T., Wilson, P., & Cox, L. (2011). Learning styles and fieldwork education: Students’ perspectives. New Zealand Journal of Occupational Therapy, 58(1), 36–40.
Robinson, J. D., & Persky, A. M. (2019). Developing self-directed learners. American Journal of Pharmaceutical Education, 84(3), 847512. https://doi.org/10.5688/ajpe847512
Sargeant JM, Holmboe ES. Feedback and coaching in clinical teaching and learning. In: Holmboe ES, Durning SJ, Hawkins, RE, eds. Practical Guide to the Evaluation of Clinical Competence. 2nd ed. Philadelphia, PA: Elsevier; 2018:256-269.