This document discusses clinical physiotherapy education and teaching. It outlines the goal of clinical physiotherapy education as producing physiotherapists that teachers would want if they were sick patients. It describes the clinical environment, focus on patients, problem diagnosis and management. It also discusses challenges of clinical teaching like time constraints and engaging multiple levels of learners. Skills of excellent clinical teachers are outlined as well as challenges of inpatient and outpatient teaching. Different learning styles, clinical teaching models, problems and dos/don'ts of clinical teaching are also summarized.

1. Subhash Khatri,PhD
physiokhatri@gmail.com

2. Goal of Clinical Physiotherapy education
is to produce the PT we would like to see
if we were sick!

8. Overview
 Clinical environment
 Focused on patient
 Problems, Diagnosis & Management
 Real life situations
 Decision making on time
 Apply theoretical & practical knowledge
 Acquire clinical skills

11. Challenges of Clinical
Teaching
1. Time constraints
2. Work demands : clinical, research or
administrative
3. Often unpredictable and difficult to
prepare for
4. Engaging multiple levels of
learners(PG/Interns/IV/III/II/I)
5. Patient related challenges: short hospital
stays; patients too sick or unwilling to
participate in a teaching encounter

15. Skills that make a clinical
teacher excellent
1. Share a passion for teaching
2. Are clear, organized, accessible, supportive and
compassionate;
3. Are able to establish rapport; provide direction
and feedback; exhibit
4. Integrity and respect for others
5. Demonstrate clinical competence
6. Utilize planning and orienting strategies
7. Possess a broad repertoire of teaching methods
and scripts
8. Engage in self-evaluation and reflection
9. Draw upon multiple forms of knowledge, they
target their teaching to

17. Challenges in outpatient
teaching
1. Busy clinical setting
2. Teaching time often short, no time for elaborate teaching
3. No control over distribution and organization of time
4. Attending to several patients at the same time with multiple
learners
5. Brief teacher-trainee interactions
6. Patient care demands usually take priority and must be
addressed
7. Multiple patient problems must be addressed
simultaneously, so
8. teachers cannot focus on one problem to teach
9. Learning and service take place concurrently
10. Organic and psychosocial problems are intertwined
11. Diagnostic questions often settled by follow up of empiric
treatment
12. Teacher should be a guide and facilitator than information

19. Challenges of inpatient teaching
 Difficult to set teaching goals, unanticipated events occur
frequently
 Ward team usually composed of varying levels of learners
 Patients too sick or unwilling to participate in the teaching
encounter
 Patient stays are too short to follow natural history of disease
 Teachers could compromise trainee-patient relationship if
they dominate the encounter
 Trainees and teachers feel insecure about admitting errors in
front of the patient and the rest of the medical team
 Tendency by many clinical teachers to lecture rather than
practice interactive teaching
 Engaging all learners simultaneously can be difficult
 Teachers need to pay close attention to learner fatigue,
boredom and workload

21. Education is not teaching what learners
doesn’t know but making them to behave
as they don’t behave!

29. Learning styles
Cognitive approach
1. Pragmatists
2. Reflectors
3. Theorists
4. Activists

31. Learning styles
VAK model
1. Visual
2. Auditory
3. Kinesthetic

33. Learning styles
Outcomes of learning
1. Superficial learning
2. Deep learning

35. Clinical Teaching Models
1. Stanford Faculty Development
2. Micro skills of Teaching(One-minute
preceptor)
3. Dundee Model

37. Problems with Clinical Teaching
 Lack of clear objectives and expectations
 Teaching pitched at the wrong level
 Focus on recall of facts rather than
problem solving
 Lack of active participation by learners

40. Don’ts
1. Leave the student alone until asked to
supervise
2. Correct the student's mistakes in front of
patient
3. Fails to set time limit for clinical teaching activities
4. Give general answers to a specific question
5. Not approachable
6. Difficult person to summon for consultation/help
7. Fail to adhere to teaching schedule
8. Ask questions in threatening manner
9. Put down them(you don’t know this?)
10. Insecurity about up to date knowledge

42. Do’s (Practical Tips for clinical
teacher)
1. Preparation
2. Planning
3. Orientation
4. Introduction
5. Interaction
6. Observation
7. Interaction
8. Summarize
9. Debrief
10. Feedback
11. Plan for next interaction

44. We will wrap up here!