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Assessing the Need for Change in Clinical Education Practices

J Strohschein, PT, BSc, is a second-year graduate student in the Department of Physical Therapy, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
P Hagler, PhD, SLP, CCC, is Associate Dean, Graduate Studies and Research, Faculty of Rehabilitation Medicine, 3–48 Corbett Hall, University of Alberta, Edmonton, Alberta, Canada T6G 2G4 (paul.hagler{at}ualberta.ca).
L May, PT, PhD, is Assistant Professor, Department of Physical Therapy, Faculty of Rehabilitation Medicine, University of Alberta

Address all correspondence to Dr Hagler

The purposes of this perspective article are to identify areas of need within clinical education, to describe various models and tools that are proposed and utilized in clinical education, and to explore the extent to which these models and tools might meet the identified needs of clinical education. A synthesis of the literature suggests that the clinical education process in physical therapy currently is characterized by 7 primary needs and that 10 models currently exist to guide the general process or to provide specific tools and practices to enhance its effectiveness. Roles and relationships are critical components in successful clinical education. Theory suggests that clinical educators and students should engage in an intentional, structured process of changing roles during the course of the clinical education experience and that nontechnical competencies such as communication, collaboration, and reflection are crucial for effective practice and may be developed in the clinical education setting. Developing a clearer understanding of the current status of physical therapy clinical education can assist clinical educators in the use of the available models and tools or in developing a new model that addresses potentially unique needs.

Key Words: Adult learning • Clinical education

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