CHCS - Perspectives - Summer/Fall 2014

Best Practices Initiative PERSPECTIVES • SUMMER–FALL 2014 16 The clinical teaching environment is probably the most complex teaching envi- ronment in which anyone is asked to func- tion. At the same time, it can be an exciting, invigorating, and fulfilling experi- ence. Our clinical education taskforce be- lieves these contradictions reflect the challenges of clinical teaching. The preceptor is always dealing with the health care needs of patients and learning objectives of students. Sometimes, there is a match between the patients’ health care needs and the students’ learning needs. As is true in most of life, however, success de- pends on one’s ability to find balance to address the needs of all involved—the learner, the patient, and the preceptor. In these situations, the preceptor has a much easier task in fulfilling the needs of both parties. The real challenge comes when there is a mismatch of expectations. The characteristics of a productive clinical en- vironment include • enthusiastic and competent preceptor faculty members and students working together over time • identified learning outcomes • adequate mix of appropriate patients • supportive interprofessional team environment • supplemental learning resources • adequate time for teaching The College of Health Care Sciences currently has several programs and depart- ments with a clinical education component. These include Anesthesiology Assistant, Sonography, Cardiopulmonary Sciences, Audiology, Physician Assistant, Physical Therapy, and Occupational Therapy. A. GLOBAL REQUIREMENTS FOR CLINICAL EDUCATION • student: qualifications for Internship/externship Placement and Criterion Assessment of skills/Knowledge • qualified Preceptors • Clinical Training Facilities (inpatient and outpatient) • Program Accreditation Requirements B. STUDENT COMPETENCIES Student competencies utilized for our graduate clinical education are succinctly described by the Accreditation Council for Graduate Medical Education in An Intro- duction to Competency-Based Residency Education . The competencies across our programs mirror and parallel the six gen- eral ACGME competencies: • Medical Knowledge • Patient Care • Practice-Based Learning and Improvement • Systems-Based Practice Competency-based education focuses on learner performance (learning outcomes) in reaching specific objectives (goals and objectives of the curriculum). In this set- ting, learning and teaching are dynamic partners in helping the student achieve the expected learning outcomes. Medical Knowledge Medical knowledge is not just being able to regurgitate the facts about a dis- ease or to quote the latest findings from a peer-reviewed medical journal. The appli- cation of learned medical knowledge in- cludes the ability of our students to properly assess a patient and his/her phys- ical findings, be able to appropriately order any necessary tests, develop a differ- ential diagnosis, and make a diagnostic judgment and treatment plan. The ability to apply medical knowledge involves an analytical approach, which takes into ac- count the lessons learned from the basic and applied sciences. Patient Care Providing patient care is the reason for the existence of health profession educa- tion. In order to effectively provide care, our students need to gain an appreciation of the essential role of effective communi- cation with their patients. Ideally, providers will involve patients in the dis- cussion and treatment decisions. Allowing the patients to be partners in their health care decisions is one way of promoting compliance on the part of the patient. Pa- tient care is ideally done at the bedside with the basic skills of listening, examin- ing, communicating, and educating. By Kenny McCallum, M.P.H., Assistant Professor and Director of Clinical education TAsKFORCe On CLInICAL eDUCATIOn Best Practices