Clinical Instructor Workshop Summer 2011

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Long Island University, Division of Athletic Training, Health and Exercise Science: For the Exercise Physiology Field Experiences

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Clinical Instructor Workshop Summer 2011

  1. 1. Division of Athletic training, Health and Exercise science<br />Masters in Exercise Science<br />What the Clinical Instructor Needs to Know?<br />Associate Professor<br />David K. Spierer Ed.D<br />Long Island University<br />Agusut3, 2001<br />
  2. 2. Overview<br />36 credit masters program in exercise science (EXS)<br />Approximately 2 years <br />5 core courses (15 credits)<br />3 track courses (9 credits)<br />4 elective courses (12 credits)<br />Students<br />Approximately 45 students<br />Varied disciplines<br />Varied career aspirations<br />
  3. 3. Program Goals and Objectives<br />
  4. 4. Program Goals and Objectives<br />Create a well-designed, easy to navigate program that provides students with a well-rounded Exercise Science education.<br />Offer flexibility, reliability, and credibility for candidates who want to be board certified exercise physiologists or board certified sports nutritionists.<br />Establish partnerships and affiliations with facilities, programs and organizations to generate increased potential for students to network and pursue a career as a health professional<br />
  5. 5. Program Goals and Objectives<br />Prepare students to become certified by the NSCA, ACSM ASEPor NASM.<br />Offer hands-on experiences through fieldwork to provide exposure to clinics and facilities that cater to athletic and non-athletic populations. <br />Provide educational experiences related to clinical and applied exercise physiology.<br />Provide a networking opportunity for students for possible future collaboration and employment.<br />
  6. 6. EXS Content Areas<br />Exercise physiology and Sports Nutrition<br />Advanced application of exercise physiology<br />Exercise Physiology and Strength and Conditioning<br />Advanced preparation for certification exams<br />Exercise for special populations<br />Advanced application of adapted physical activity <br />
  7. 7. Additional Areas of study<br />Metabolism across the lifespan<br />Biomechanics<br />Nutritional biochemistry<br />Impact of environment on human physiology<br />Entrepreneurship in fitness and health<br />Nutrition for weight management<br />
  8. 8. Research option<br />The research option takes 2 years (or more) to complete, includes a full dissertation and oral defense and is recommended for students looking to pursue a terminal degree (MD, PhD or Ed.D). The following is included in this option.<br />Formulation of hypothesis and specific aims<br />Institutional review board (IRB) application<br />Revision of application<br />Subject recruitment<br />Data collection<br />Data analysis<br />Thesis completion<br />Oral defense<br />Throughout this process the student will be meeting regularly with his/her advisor.<br />
  9. 9. EXS CurriculumCore Courses<br />
  10. 10. EXS CurriculumTrack Courses<br />
  11. 11. Exs curriculum elective courses<br />
  12. 12. The Future of Exercise science at LIU<br />New core courses<br />Addition of a strong sports nutrition curriculum<br />More electives and classes on the business of fitness and advanced courses in exercise science<br />More science heavy and more prerequisites<br />
  13. 13. Partnerships and affiliations<br />
  14. 14. National strength and conditioning association (NSCA)<br />
  15. 15. NSCA<br />Well established organization focusing on personal training and strength and conditioning at the recreational and elite level.<br />LIU has been affiliated with the NSCA for the past 4 years<br />We are a regular host of the NSCA Certified Strength and Conditioning Specialist (CSCS) exam<br />We provide all of the exam review materials to our students<br />Our students and faculty are published in the NSCA’s flagship journal, the Journal of Strength and Conditioning<br />
  16. 16. Mission of the NSCA<br />As a nonprofit tax-exempt educational organization, our goal at the National Strength and Conditioning Association (NSCA) is to unify members and facilitate a professional exchange of ideas in strength development as it relates to the improvement of athletic performance and fitness. Since our inception in 1978, the NSCA has been working hard with well known industry experts to enhance, enlighten, and advance the field of strength and conditioning.<br />The NSCA brings together a unique and diverse group of professionals from the sport science, athletic, and fitness industries. Our membership is comprised of strength and conditioning coaches, personal trainers, exercise physiologists, athletic trainers, researchers, educators, sport coaches, physical therapists, business owners, exercise instructors, fitness directors, and students training to enter the field.<br />
  17. 17. The American College of Sports Medicine (ACSM)<br />
  18. 18. ACSM<br />The ACSM is the oldest most well-known exercise science advocacy association<br />Consists of physicians, exercise physiologists, scientists and other health professionals.<br />Provides exams in two distinct tracks: recreation and clinical<br />Provides a broad network of health professionals throughout the country<br />Provides recommendations for physical activity for athletic and non-athletic populations<br />
  19. 19. Mission of the ACSM<br />The American College of Sports Medicine promotes and integrates scientific research, education, and practical applications of sports medicine and exercise science to maintain and enhance physical performance, fitness, health, and quality of life.<br />
  20. 20. ACSM’s Initiative<br />
  21. 21. Why is the experience so important?<br />
  22. 22. Recommendations for PA<br />
  23. 23. Exercise is Medicine: Goals<br />
  24. 24. The American Society of exercise physiologists (ASEP)<br />
  25. 25. ASEP<br />Established in the 1980’s by Dr. Tommy Boone.<br />Advocacy for exercise physiologists<br />Career advice<br />Career opportunities<br />Broad network throughout country<br />Faculty has published in ASEP’s flagship journal, the Journal of Exercise Physiology Online<br />
  26. 26. Clinical Coordinator and Clinical Instructors<br />
  27. 27. Clinical Sites<br />
  28. 28. Clinical Coordinator<br />Assists in the development and implementation of a comprehensive field experience.<br />Provide a list of competencies for the student and affiliated organization<br />Coordinates fieldwork experiences and remains in contact with the organization supervisor<br />Acts as the contact for the affiliated organization and the student<br />Assists in the development of the clinical instructor workshop<br />
  29. 29. ASEP: Who is the Exercise Physiology Student?<br />Exercise Physiologist: a person who is pursuing an academic degree in exercise physiology, or who is certified by ASEP to practice exercise physiology [via the Exercise Physiologist Certified exam (EPC)], or who has a doctorate degree with an academic degree or emphasis in exercise physiology from an accredited college or university.<br />
  30. 30. Who is your student?<br />International<br />Domestic (local)<br />1st Generation College Student<br />Varying levels of experience/expertise<br />Motivated to learn<br />
  31. 31. Who can be a Clinical Instructor?<br />Be a credentialed healthcare professional as defined by the AMA<br />Be appropriately credentialed for more than one year<br />If the instructor is credentialed for less than one year, they must be supervised by one who is credentialed for the appropriate amount time<br />Not current student<br />
  32. 32. Why a Clinical Instructor?<br />Responsible for adhering to the standards set forth by the program and accrediting body<br />Provides consistency in teaching methodology and evaluation techniques<br />Instructs, evaluates, supervises and mentors students through their fieldwork experience<br />
  33. 33. What is the Clinical Instructor?<br />Role Model<br />Mentor<br />Advisor<br />Teacher<br />Future employer and colleague<br />See one, do one, teach one<br />Help to ensure success for students pursuing a career in exercise physiology and/or exercise science<br />
  34. 34. Clinical Instructors Demonstrate…<br />Legal and ethical Behavior through compliance with standards set forth by the ACSM, NSCA, ASEP and NASM.<br />A professional framework within which the student works<br />Good communication skills to maintain a working and professional relationship with the student and the clinical coordinator<br />
  35. 35. Being an Effective Clinical Instructor<br />Instructional Skills<br />Possess basic knowledge of education principles and provides tangible examples during clinical education<br />Supervisory and Administrative Skills<br />Provide the appropriate clinical supervision to meet standards of the ACSM, NSCA, ASEP and NASM<br />Evaluation Skills<br />Appropriate and timely information on student’s strengths, weaknesses and potential. Use the online surveys that will be provided. Conveys unprofessional behavior to the student and the clinical coordinator in a timely manner<br />Clinical Skills and Knowledge<br />Demonstrates appropriate clinical competence of the subject matter about which the student has come to learn<br />
  36. 36. Let’s take a break<br />
  37. 37. the Field Experience<br />
  38. 38. General Requirements<br />General requirements refer to those experiences not considered elite or advanced<br />Enroll in EXS 535<br />Complete general application<br />6-8 hours/week<br />14 weeks<br />The general field experience culminates in a case study that is handed in at the end of the semester.<br />
  39. 39. Elite or Advanced requirements<br />Elite requirements refer to those experiences that are conducted in well-known clinics, fitness facilities or private fitness facilities<br />Enroll in EXS 535<br />Complete general application<br />Minimum GPA of 3.2 unless otherwise directed<br />Personal essay (500 words)<br />Interview with advisor<br />Interview with agency<br />12 hours/week<br />7 weeks<br />This field experience is more intense in that all of the hours for the semester (90) are concluded in a 7 week timeframe<br />
  40. 40. For More Info<br />A detailed internship guideline will be sent to the student and to the partnered facility. The guidelines include information on:<br />Statement of purpose<br />Responsibilities of all parties<br />Competencies<br />Expectations<br />
  41. 41. Evaluations<br />
  42. 42. Online Evaluations<br />Student self evaluation for field experience<br />CI evaluation of student for field experience<br />Student evaluation of CI for field experience<br />All evlauations are conducted online through www.studentvoice.com<br />Evaluation link will be sent to each CI and student<br />Evaluations are confidential<br />Evaluations are convenient<br />
  43. 43. Data<br />Data is represented in tabular or graphical format.<br />
  44. 44. Self-Evaluation<br />Total surveys completed: 8 (percentages relate to “a great deal”)<br />Demonstrate a commitment to learning: 75%<br />Formulate appropriate questions: 50%<br />Identify and locate appropriate resources: 50%<br />Set professional goals: 75%<br />Offer thoughts and ideas: 87.5%<br />Proper body language: 87.5%<br />Balance commitments (professional and personal): 75%<br />Motivate others to achieve: 75%<br />Respond appropriately to new experiences: 75%<br />Correct grammar, spelling, expression: 62.5%<br />Basic computer skills: 75%<br />Modify communication depending upon audience: 87.5%<br />Meet external deadlines: 62.5%<br />Self critique: 75%<br />Identify contributors to problem: 25% <br />Identify resources to develop solutions to a problem: 62.5%<br />Attend professional workshops, meetings and seminars: 62.5%<br />Budget time wisely: 75%<br />Raise relevant questions: 37.5%<br />Use information effectively: 37.5<br />Intuition vs. Analysis: 37.5%<br />Recognize stressors or problems: 37.5%<br />Seek assistance: 62.5%<br />
  45. 45. CI Evaluation<br />Total surveys completed: 5 percentage relates to (“a great deal”)<br />Disseminates healthcare information to professionals and clients: 50%<br />Disseminates healthcare information to patients and the public: 20%<br />Accepts responsibility to enhance professional growth: 80%<br />Complies with universal precautions: 80%<br />Follows policy and procedures regarding equip and testing: 60%<br />Communicates goals and objectives to athlete/patient/client: 50%<br />Gives positive feedback to athlete/patient/client: 75%<br />Evaluates and progresses therapeutic exercises when appropriate: 50%<br />Demonstrate proper technique for pulse and blood pressure: 75%<br />Demonstrate proper calibration technique: 50%<br />Demonstrates skills related to special populations: 75%<br />Demonstrates proper body composition skills: 50%<br />Understands METs and ECG: 75%<br />Understands VO2 and interpretation: 75%<br />Discuss and interpret isokinetic data: 50%<br />Demonstrate skills in an emergency situation: 75%<br />Met expectations of the lab/clinic: 75%<br />
  46. 46. Student Evaluation of CI<br />Total surveys completed: 5 percentage relates to (“a great deal”)<br />Discussed objectives and role prior to field experience: 75%<br />Shows initiative to teach by handing out assignments: 75%<br />Verbally and actively promotes the health professions: 87.5%<br />Articulate goals for personal growth: 62.5%<br />Articulate goals for professional growth: 75%<br />Daily direction and guidance: 75%<br />Dresses professionally: 75%<br />Day to day assistance with student: 75%<br />Challenges student clinically: 62.5%<br />Attentive and listens: 75%<br />Clear and concise demonstrations: 62.5%<br />Discussed and explained clinical techniques: 75%<br />Positive and constructive feedback: 87.5%<br />Corrects students tactfully and with professionalism: 62.5%<br />Deals with conflict maturely: 62.5%<br />Demonstrates patience: 75%<br />Exposes students to problem solving and challenging clinical situations: 62.5%<br />Combines academic and clinical practice: 75%<br />Seeks out correct information: 75%<br />Organized teaching methods: 50%<br />Asks for feedback regarding his/her teaching: 62.5%<br />Overall evaluation of ACI: 75%<br />Students was adequately prepared: 87.5%<br />Academic and clinical experience were combined: 87.5%<br />
  47. 47. Any Questions???<br />

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