Building Professional Competence by Design or Just Marking Time: Suggestions for Educational Reform in Athletic Therapy Education in Canada

2014 ◽  
Vol 9 (2) ◽  
pp. 59-63 ◽  
Author(s):  
Mark R. Lafave ◽  
Glen Bergeron
Keyword(s):  
Postsecondary Education ◽  
Clinical Competence ◽  
Professional Competence ◽  
Lessons Learned ◽  
Predetermined Level ◽  
Athletic Therapy ◽  
Eligibility Requirements ◽  
National Athletic Trainers Association ◽  
Therapy Education ◽  
Certification Requirements

Context and Background Athletic therapy postsecondary education and certification requirements in Canada have reached considerable milestones throughout their history. The most important of these accomplishments was administration of the first Canadian Athletic Therapists' Association (CATA) certification examination in 1975. At that time, there were three basic exam eligibility requirements: (1) core curricular courses; (2) 1800 practical hours; and (3) a valid first aid certificate. The only significant change to these certification requirements occurred in 1976, when the 1800-hour internship requirement was reduced to 1200 hours. However, a documented rationale for this change could not be determined. The noteworthy milestone occurred when the CATA approved a policy stating that, as of September 1999, all future athletic therapy candidates would have to be enrolled in a Canadian accredited program at a postsecondary institution. Although this policy significantly advanced the CATA's postsecondary academic/curricular requirements, the 1200-hour internship requirement has remained unchanged for almost four decades. Objective The purpose of this commentary is to stimulate discussion about the linkage between the practical-hour requirements and teaching, evaluating, and achieving clinical competence. Recommendations Recommendations for change are based on lessons learned by other organizations for medical educators and allied health care professions, such as the National Athletic Trainers' Association. One suggestion for change is to hold students accountable for achieving a predetermined level of clinical competence before they move through or graduate from a program. In order to accomplish this goal, students must be assessed with valid and reliable evaluation tools. Conclusion Therefore, it is important to establish a group of stakeholders who can identify issues and articulate a plan to guide the future of postsecondary athletic therapy education in Canada.

scholarly journals Are multiple-choice questions a good tool for the assessment of clinical competence in Internal Medicine?

2018 ◽  
Vol 12 (2) ◽  
pp. 88 ◽  
Author(s):  
Flavio Tangianu ◽  
Antonino Mazzone ◽  
Franco Berti ◽  
Giuliano Pinna ◽  
Irene Bortolotti ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Clinical Practice ◽  
Clinical Competence ◽  
Reliable Method ◽  
Professional Competence ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High Quality ◽  
Good Tool ◽  
Design Review

There are many feasible tools for the assessment of clinical practice, but there is a wide consensus on the fact that the simultaneous use of several different methods could be strategic for a comprehensive overall judgment of clinical competence. Multiple-choice questions (MCQs) are a well-established reliable method of assessing knowledge. Constructing effective MCQ tests and items requires scrupulous care in the design, review and validation stages. Creating high-quality multiple-choice questions requires a very deep experience, knowledge and large amount of time. Hereby, after reviewing their construction, strengths and limitations, we debate their completeness for the assessment of professional competence.

scholarly journals Nyutdannede jordmødres vurdering av utdanning, klinisk kompetanse og arbeidsforhold

2015 ◽  
Vol 10 (2) ◽  
pp. 139 ◽  
Author(s):  
Mari Landsverk Hagtvedt ◽  
Tine Schauer Eri
Keyword(s):  
Working Conditions ◽  
Clinical Competence ◽  
Professional Competence ◽  
Perinatal Period ◽  
Evaluation Study ◽  
Full Time ◽  
Self Assessment ◽  
Part Time ◽  
Time Position

<p>Newly qualified midwives’ self-assessment of education, clinical competence and working conditions</p><p>In Norway, post-graduate nursing programmes are being transformed into master programmes. This occurs without previous evaluation of the study programmes. The level of competence and the requirements of newly qualified are being discussed, and a mentoring programme has been suggested to ensure follow-up and development of clinical competence. In central parts of the country, newly qualified midwives have difficulties getting a permanent full time position, which affects their possibilities to develop clinical competence. An evaluation study of the midwifery program at Vestfold University College has been performed to assess its relevance for professional work, as well as mapping the respondents’ working conditions and their self-assessment of clinical competence. The method used was a survey. The respondents rate the program as good. They lack competence to manage complicated conditions related to the perinatal period, and are inadequate when it comes to issues related to women’s sexual heath. These midwives work part-time, and it may take years to get a permanent position. They rate the follow-up as newly qualified as satisfying, yet they do not feel sufficiently confident during clinical practice. Comprehensive national midwifery competence will require more full time positions and better follow-up of newly qualified. To lay the basis for the content in master programmes, there is a need for a national evaluation of the midwifery programmes and a review of the professional competence of newly qualified.</p>

Canadian Athletic Therapists' Association Education Task Force Consensus Statements

10.4085/11015 ◽  
2016 ◽  
Vol 11 (1) ◽  
pp. 5-9 ◽  
Author(s):  
Mark R. Lafave ◽  
Glen Bergeron ◽  
Connie Klassen ◽  
Kelly Parr ◽  
Dennis Valdez ◽  
...  
Keyword(s):  
Task Force ◽  
Final Report ◽  
Task Force Report ◽  
Entry Level ◽  
Program Accreditation ◽  
Adoption And Implementation ◽  
Consensus Statements ◽  
Key Issues ◽  
Athletic Therapy ◽  
Therapy Education

Context: A published commentary from 2 of the current authors acted as a catalyst for raising some key issues that have arisen in athletic therapy education in Canada over the years. Objective: The purpose of this article is to report on the process followed to establish a number of consensus statements related to postsecondary athletic therapy education in Canada. The consensus statements should act as a future plan for entry-level athletic therapy education. Design: Content validation for consensus statements. Setting: Video-conference meetings at 7 Canadian postsecondary colleges/universities. Patients or Other Participants: Canadian Athletic Therapists' Association (CATA) program directors and CATA leaders from education, certification, and program accreditation committees. Main Outcome Measure(s): A Delphi method and modified Ebel procedure were used to gather opinions from participants about athletic therapy education. Results: We created 10 consensus statements, with a series of caveats that are presented in this article. All components received at least 80% consensus from the expert validation group. Conclusions: The final Education Task Force Report was created and content was validated by a group of experts in the topics associated with every consensus statement. The final report was presented to the CATA Board of Directors for adoption and implementation.

Clinical oral examinations: assessment of competence in radiation therapy

2009 ◽  
Vol 8 (3) ◽  
pp. 115-118 ◽  
Author(s):  
Michelle Leech ◽  
A. Craig ◽  
C. Poole ◽  
M. Broderick ◽  
S. Ni Chuinneagain ◽  
...  
Keyword(s):  
Radiation Therapy ◽  
Learning Outcomes ◽  
Clinical Competence ◽  
Oral Examinations ◽  
Second Year ◽  
Assessment Of Competence ◽  
Therapy Education ◽  
Assessment Strategies

AbstractMatching assessment strategies to learning outcomes in radiation therapy education is of the utmost importance. Assessing clinical competence requires that ‘competence’ be clearly defined prior to the start of any clinical programme. In this article, we report on our experience in using clinical oral examinations in assessing competence in second year undergraduate radiation therapy students. The shortcomings of clinical oral examinations such as ‘leaking’ of the agenda are addressed and more positive attributes, such as increased collaboration between academic and clinical radiation therapists are discussed.

scholarly journals Evaluating the Usability of Authoring Environments for Serious Games

2017 ◽  
Vol 48 (4) ◽  
pp. 553-578 ◽  
Author(s):  
Aad Slootmaker ◽  
Hans Hummel ◽  
Rob Koper
Keyword(s):  
Virtual Environments ◽  
Serious Games ◽  
Professional Competence ◽  
Lessons Learned ◽  
Structured Interviews ◽  
Authoring Environment ◽  
Game Developers ◽  
User Friendly ◽  
Practical Implications

Background. The EMERGO method and online platform enable the development and delivery of scenario-based serious games that foster students to acquire professional competence. One of the main goals of the platform is to provide a user-friendly authoring environment for creating virtual environments where students can perform authentic tasks. Aim. We present the findings of an in-depth qualitative case study of the platform’s authoring environment and compare our findings on usability with those found for comparable environments in literature. Method. We carried out semi-structured interviews, with two experienced game developers who have authored a game for higher education, and a literature review of comparable environments. Findings. The analysis shows that the usability of the authoring environment is problematic, especially regarding understandability and learnability, which is in line with findings of comparable environments. Other findings are that authoring is well integrated with the EMERGO method and that functionality and reliability of the authoring environment are valued. Practical implications. The lessons learned are presented in the form of general guidelines to improve the understandability and learnability of authoring environments for serious games.

scholarly journals Signature Pedagogies in Athletic Therapy Education

2019 ◽  
Vol 14 (4) ◽  
pp. 293-304
Author(s):  
Colin D. King ◽  
Gregory MacKinnon
Keyword(s):  
Teaching Strategies ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Pedagogical Strategies ◽  
Pedagogical Training ◽  
Initial Questionnaire ◽  
Athletic Therapy ◽  
Accredited Institutions ◽  
Therapy Education ◽  
Pedagogical Approaches

Context Developing an understanding of the signature pedagogies in athletic therapy education may help to promote greater pedagogical development opportunities and encourage meaningful reflection for educators. Objective To gain an understanding of the perceived level of pedagogical knowledge in Canadian athletic therapy educators and how they developed such knowledge. Design Sequential explanatory mixed-methods. Setting Seven undergraduate Canadian Athletic Therapists Association–accredited institutions Patients or Other Participants Twenty-one athletic therapy educators (16 women, 5 men) responded to the initial questionnaire; 15 athletic therapy educators (11 women, 4 men) participated in individual phone interviews. Main Outcome Measure(s) An initial questionnaire was designed to explore general pedagogical knowledge in athletic therapy educators and how familiar participants were with different teaching strategies. Emergent trends from these questionnaires were used to design a specific interview schedule. Phone interviews further explored the institutional, personal, student, and cultural factors that affected the selection of different pedagogical approaches. Findings from the questionnaires and interviews were combined to identify participants' pedagogical approaches to teaching in an athletic therapy setting. Results A pedagogical distinction was observed, dividing the sample into 2 groups. One group used a traditional, passive lecturing format, and the other, more innovative pedagogies. Educators who followed traditional teaching practices were less likely to know about different pedagogies or understand how these strategies could contribute to more effective instruction. The other group of educators appreciated the use of different pedagogies and explained how different teaching strategies could be incorporated to enhance learning in the athletic therapy curriculum. Conclusions On the basis of these findings, Canadian athletic therapy educators would benefit from more formalized pedagogical training and/or development. These formalized opportunities could familiarize educators with innovative pedagogical strategies while also preparing them with the necessary skills required to self-evaluate their own teaching approaches.

scholarly journals The Objective Structured Clinical Examination as an assessment strategy for clinical competence in Novice Nursing Practitioners in Taiwan

2020 ◽  
Author(s):  
Sue-Hsien Chen ◽  
Shu-Ching Chen ◽  
Yo-Ping Lai ◽  
Pin-Hsuan Chen ◽  
Kun-Yun Yeh
Keyword(s):  
Interpersonal Communication ◽  
Work Stress ◽  
Clinical Competence ◽  
Professional Competence ◽  
Poor Performance ◽  
Assessment Process ◽  
Clinical Competency ◽  
Passing Rate ◽  
Professional Assessment ◽  
Quasi Experimental

Abstract Background: The conventional written tests and professional assessment have limitation in fair judgement of clinical competence. Because the examiners may not have total objectivity and may lack standardization throughout the assessment process. We sought to design a valid method of competence assessment in medical and nursing specialties. This work was aimed to develop an Objective Structured Clinical Exam (OSCE) to evaluate novice nursing practitioners’ clinical competency, work stress, professional confidence, and career satisfaction. Methods: A Quasi-experimental study (pre-post). Fifty-five novice nursing practitioners received the OSCE three-months following their graduation, which consisted of four stations: history taking, physical examination, problem-directed management, interpersonal communication, and the required techniques of related procedures. The examiners had to complete an assessment checklist, and the participants had to complete a pre-post questionnaire (modified from a Nursing Competency Questionnaire, a Stress scale, and Satisfaction with Learning scale). Results: Among the novice nursing practitioners, 41 of them (74.5%) passed the exam with a mean score of 61.38 ± 8.34. There was a significantly higher passing rate among nurses who were working in medical-surgical wards (85.7%) and the intensive care unit-emergency department (77.8%) compared to novice nursing practitioners working in other units. All the novice nursing practitioners at Station A had poor performance in assessing patients with a fever. OSCE performance was more associated with educational attainment and work unit, rather than the gender. Finally, the participants showed statistically significant increases in their clinical competency, confidence in their professional competence, satisfaction with the clinical practice, and decreased work stress after the OSCE. Conclusions: We found that the OSCE process had a positive educational effect, in providing a meaningful and accurate assessment of the competence of novice nursing practitioners. Although the implementation of an OSCE remains costly, the consequent benefits for novice nursing practitioners, educators, and administrators can outweigh its costs, demonstrated by the increased competence and workforce stability following OSCE training.

scholarly journals Play in Three Acts

2022 ◽  
Vol 4 (3) ◽  
pp. 132-146
Author(s):  
Michelle Yeo ◽  
Mark Lafave
Keyword(s):  
Student Perceptions ◽  
Reflective Process ◽  
Therapy Program ◽  
Writing Students ◽  
Competency Based ◽  
Reflective Practitioners ◽  
Athletic Therapy ◽  
Teaching Learning ◽  
Therapy Education ◽  
Written Reflection

In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to facilitate competency-based curriculum requirements. This innovation to pedagogy required a reimagined approach to teaching, learning, and assessment. We describe one aspect of a larger SoTL study on this transformation, inquiring into the development of reflective practice through reflective writing. Students were asked to regularly reflect on their experiences in the clinic or field as part of their program. In this qualitative component of the study, we were able to gain insight into how students perceived the reflective process, how that evolved over their program, what were enablers and barriers to their reflection, and what was the role of feedback in their learning. The characteristics of student perceptions in each year, which followed a learning arc which we describe sequentially as “confused, conflicted, and convinced,” is explored, along with implications for pedagogy in assisting students to develope reflective professional practice.

scholarly journals An Exploration of Registered Dietitian Accreditation System Development in China

2022 ◽  
Author(s):  
Xiaoli Wang ◽  
Yajie Zhang ◽  
Ya Liu ◽  
Xiuhua Shen ◽  
Rong Xiao ◽  
...  
Keyword(s):  
System Development ◽  
Lessons Learned ◽  
Accreditation System ◽  
Registered Dietitian ◽  
Certification Examination ◽  
Regulatory Policies ◽  
Job Opportunities ◽  
Eligibility Requirements ◽  
And Performance ◽  
Requirements Development

Abstract Background: To review the highlights of the registered dietitian accreditation system in China, including history, organization, regulatory policies, certification requirements, development, and performance on the certification examination, registration, and continuing education, the process for the accreditation system development was focused. The data from the certification examinations and registrations were collected and analyzed. The eligibility requirements, as well as practice pathways, were discussed. Lessons learned from the development of the registered dietitian accreditation system, opportunities, challenges, and future directions for the field were discussed. There remain needs for well-established degree programs and a professional organization’s maintenance with endeavouring in job opportunities, as well as legislative concerns.

scholarly journals Promoting College and Career Readiness With Middle School Youth With Disabilities: Lessons Learned From a Curriculum Development Project

2018 ◽  
Vol 42 (1) ◽  
pp. 64-71
Author(s):  
Meg Grigal ◽  
Lori Cooney ◽  
Debra Hart
Keyword(s):  
Middle School ◽  
Academic Success ◽  
Postsecondary Education ◽  
Lessons Learned ◽  
Career Readiness ◽  
College And Career Readiness ◽  
College And Career ◽  
Wide Range ◽  
Middle School Youth ◽  
School Youth

Engagement and academic success in middle school is critically important to ensure students with disabilities complete high school and have a viable path to and through postsecondary education. Although most middle school students say they want to pursue postsecondary education or training, a significant proportion are not actively engaged in college and career readiness (CCR) activities in middle school. This transition in practice article highlights the importance of early CCR instruction for middle school youth with and without disabilities. Lessons learned from developing an online CCR curriculum and implementing it with middle school youth in inclusive middle school settings will be shared. Access to and comfort with technology, the need for age-appropriate content, and strategies for universally designed curriculum will be addressed. Recommended practices and available resources will be offered to expand educator focus on CCR with middle school youth with a wide range of disabilities.

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