Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to General Medicine Experience: Emory DPT Short Term Eval Instructions
Similar to General Medicine Experience: Emory DPT Short Term Eval Instructions (20)
Recently uploaded
Recently uploaded (20)
General Medicine Experience: Emory DPT Short Term Eval Instructions
- 1. The Emory DPT Short Term Evaluation General Medicine Clinical Education Experience Introduction & Instructions
- 2. Introduction Why we are committed to using this evaluation form
- 3. Why do we use this form? • The simple answer: To assure that our students are evaluated on the core competencies that we value and teach • Our DPT program is competency based • We have 6 competencies that each student must master Provision of Patient Care Interpersonal Communication Teaching-Learning Process Administration Research Consultation
- 4. Why do we use this form? • All 6 competencies are taught & integrated throughout the curriculum by using a problem-solving approach & process Faculty model problem solving, interpersonal communication & teaching-learning processes during formal & informal interactions Students demonstrate problem solving during patient care, interpersonal communications, teaching-learning & administration • This form effectively evaluates the student’s problem solving and competency within 4 of the 6 areas • This form effectively addresses the objectives & mission of our DPT program and of the Internship
- 5. Objectives General Medicine Clinical Experience
- 6. What are the Objectives? Given patients with straight-forward general medical problems and limited comorbidities, the Student will: • Use the problem-solving process to assess patients and establish a plan of care, in accordance with Emory’s Provision of Patient Care criteria. • Provide therapeutic services in accordance with Emory’s Provision of Patient Care criteria • Use interpersonal communication & teaching-learning processes during interactions with patients & professionals in accordance with Emory’s Interpersonal Communications and Teaching-Learning criteria. • Demonstrate professional behavior in accordance with Emory’s Administration criteria. • Identify the administrative structure and goals of the physical therapy department as described in the Administration criteria.
- 7. Feedback General Medicine Clinical Experience
- 8. Feedback: What type & How often? • Daily: The Clinical Instructor (CI) provides the Student feedback, presents suggestions and sets or assesses educational goals • Periodic: The CI provides a thorough review of the Student performance at the end of the first week The evaluation form may be utilized as a guide during this process Next time, why don’t we…
- 9. Evaluation Form Basics The Whos, Whats, Whens & Hows
- 10. Who Completes the Evaluation Form? • The online form is completed independently by both the Clinical Instructor & the Student • If 2 Instructors are working with a Student, they should collaborate & complete the form together
- 11. When are the Forms Completed? • The evaluation is completed once during the 2-week clinical experience • The evaluation is completed on the last day of the second week. • The evaluation should assess the Student based on their performance during the second week only. • To reiterate: The evaluation assesses the Student’s performance on only the immediately preceding one week.
- 12. How are the Forms Completed? • The evaluation form is comprised of 4 competencies: Provision of Patient Care Interpersonal Communication Teaching-Learning Process Administration • Each competency is comprised of component behaviors • Each component behavior is defined by criteria • Criteria definitions are found through a pop-up window (described in slide 14)
- 14. How are the Forms Completed? • Criteria may be accessed by clicking on the highlighted text within the form. A pop-up window will list criteria standards • Use criteria to assess the student on each behavior Pop Up of Criteria
- 15. How are the Forms Completed? • Items #7 (Examination Procedures) and #13 (Therapeutic Interventions) Criteria located in the Emory Physical Therapy Entry Level Competencies and Criteria manual at your Facility
- 16. How are the Forms Completed? Scoring • Grade the Student on how well each behavior was performed to criteria • Each behavior is scored on a 1-4 point scale (described on next slide) • A score of “Not Applicable” or N/A = any of the following scenarios: (1) The Instructor has not had the opportunity to observe the behavior, (2) The student has not had the opportunity to perform the behavior, or (3) The frequency of performance (< 3 times) was such that the Instructor does not feel comfortable rating the student’s performance
- 17. How are the Forms Completed? Scoring • Each behavior is scored on the following 4 point scale: 4 = Demonstrates Competency: Student performs all criteria for the behavior 80-100% of the time 3 = Developing Competency: Student performs all criteria for the behavior 50-79% of the time 2 = Beginning Competency: Student performs all criteria for the behavior 26-49% of the time 1 = Rarely Competent: Student performs all criteria for the behavior 0- 25% of the time
- 19. How are the Forms Completed? Scoring Exceptions Items #16 (Safety) & #40 (Professional Behavior) • Graded first due to their importance • The expectation is that for both items #16 and #40, the Student will score 4 = Demonstrates Competency • Failure to score a 4 on these items (or, scoring a 4 but with “red flags”) warrants immediate attention & a phone call to our Directors of Clinical Education Dr. Patricia Bridges (404-712-4132) or Dr. Tami Phillips (404-727-1350)
- 22. How are the Forms Completed? Comments • Comment boxes are located throughout the form • Use the comment box to provide the following: Constructive feedback for behaviors that require further practice Positive feedback and examples Information re: behaviors scored “N/A”
- 23. How are the Forms Completed? Online Form Tips • You may start & stop completion of the form at any time • The form will be automatically saved • You may re-enter the form to edit, add or delete • Before hitting “Submit,” hold the evaluation conference with the Student (discussed in slides 25-28) • If your Facility requires a copy of the evaluation, you must print each page individually
- 24. How are the Forms Completed? Online Form Tips • To review an entire competency, click below: Provision of Patient Care Interpersonal Communications Teaching-Learning Process Administration • To find an objective’s criteria: click on highlighted objectives to retrieve a pop-up window with additional information (see slide 14) • To find criteria for specific Exam (#7) or Intervention (#13) procedures: use the “Emory Physical Therapy Entry Level Competencies & Criteria” manual, located at your Facility
- 26. Final Steps • After independently completing the evaluation, the Instructor & Student should meet to review their forms • Differences in responses are discussed & examples are given to substantiate the chosen response If agreement is reached, the response is changed to the agreed upon choice If disagreement remains: (a) Responses on each form should remain; (b) Indicate the difference within the Comments section • Upon completion of the Review: Electronically sign the form CI must indicate specialty & if an APTA credentialed CI Press “Submit” only after completion of the above steps
- 27. Final Steps • After the conference & submission of the Evaluation form, discuss the “APTA Physical Therapy Student Evaluation: Clinical Experience & Clinical Instruction” form. • Facts about the “APTA Student Evaluation”: Student will fill-out the form online, inclusive of CI information & will print for signature CI must sign the form Signed form will be returned to the Emory DPT offices by the Student The evaluation is confidential Kept in accordance with the Commission for Accreditation for Physical Therapy Education (CAPTE) guidelines.
- 28. Final Steps • Data from the “APTA Student….” may be used: In the aggregate for accreditation purposes To mentor clinical instructors & facilities for clinical education. • Return the following to the Emory DPT offices: “APTA Physical Therapy Student Evaluation...” Clinical Site Orientation Checklist • Wish a hearty farewell to the Student Fantastic! Good bye and Good luck!!
- 29. Well done! Our hope is that you feel empowered and able to complete the online form with confidence, and that you have a better understanding of the objectives of our DPT program and the Internship. For additional questions, contact our Directors of Clinical Education: Dr. Patricia Bridges Emory University pbridge@emory.edu Division of Physical Therapy (404) 712-4132 1462 Clifton Road Suite 312 Dr. Tami Phillips Atlanta, GA 30322 tphill5@emory.edu (404) 727-1350
Editor's Notes
- SLIDE 1 Welcome to this informational presentation regarding the Emory DPT Short-term Evaluation Form. The purpose of this presentation is 2-fold: First, we want to give you background on our Program that will assist you in providing your PT student with a fulfilling Internship experience and, secondly, the information and tools for how to effectively evaluate and assess their performance with our online Evaluation form. This presentation will take you through an Introduction to the form and its purpose, the objectives of the short-term clinical experience, and the details of how and when to complete the evaluation and of the evaluation conference afterwards.
- SLIDE 3 We are often asked the question: Why does Emory use this particular form? Its so different from the forms used by other programs. The simple answer is that this specific form assures that our students are evaluated the core competencies that we value and teach. Unlike many other DPT programs, our program is competency based, and we have identified 6 competencies that each of our students must master: (1) Provision of Patient Care (2) Interpersonal Communication (3) Teaching-Learning Process (4) Administration (5) Research and (6) Consultation.
- SLIDE 4 All 6 competencies are taught & integrated throughout the curriculum by using a problem-solving approach & process. For example, our Faculty model problem solving, interpersonal communication & teaching-learning processes during formal & informal interactions. Similarly, students are expected to demonstrate competency using the problem solving process during provision of patient care, interpersonal communications, the teaching learning process, and administration, both within the classroom and clinical setting. We feel that this evaluation form effectively evaluates our students problem solving and competency within 4 of our 6 competency areas: Provision of Patient Care, Interpersonal Communication, Teaching-Learning Process, and Administration. Additionally, we feel that this evaluation form effectively addresses the objectives and mission of our DPT program and of the Internship experience.
- SLIDE 6 We have 5 specific objectives for the General Medicine, short-term experience: Given patients with straight-forward general medical problems and limited comorbidities, the student will: Use the problem-solving process to assess patients and establish a plan of care, in accordance with Emory’s Provision of Patient Care criteria. Provide therapeutic services in accordance with Emory’s Provision of Patient Care criteria Use the interpersonal communication and teaching-learning processes during interactions with patients, healthcare providers, and staff in accordance with Emory’s Interpersonal Communications and Teaching-Learning criteria. Demonstrate professional behavior in accordance with Emory’s Administration criteria. Identify the administrative structure and goals of the physical therapy department as described in the Administration criteria.
- SLIDE 7 Now that you know the objectives for the student’s experience, let’s talk a moment about how you can assist them in achieving these objectives through the use of intentional and constructive feedback.
- SLIDE 8 It is expected that clinical instructors will provide both daily and periodic feedback during their student’s 2-week experience. Daily feedback should address the student’s work with specific patients, present suggestions, and frequently assess and or set educational goals. Periodic feedback should happen at the end of the first week and should consist of a more thorough review of the student’s overall performance. The CI should use the online evaluation form as a guide for what to address during this process.
- SLIDE 9 The following section will discuss the information contained within the online evaluation form and will guide you through the process of how and when you should start and complete the evaluation.
- SLIDE 10 First, who completes the evaluation form? The form is completed independently online by BOTH the clinical instructor and the student. If a second clinical instructor has been working with the student, the second clinical instructor reviews and completes the form in collaboration with the primary clinical instructor.
- SLIDE 11 Secondly, when should you and your Student complete the form? Evaluations are completed once during the 2-week Internship. The evaluation is completed on the last day of the second week and it should assess how the student performed during the second week only. To reiterate, the evaluation should assess the Student’s performance based on his or her performance during only the immediately preceding 1 week.
- SLIDE 12: Third, how do you actually fill out the form and what type of information can you find within the form contents? The form is comprised of 4 of our competencies: (1) Provision of Patient Care (2) Interpersonal Communication (3) Teaching-Learning Process and (4) Administration Each competency section is comprised of component behaviors, which are defined by specific criteria. Where to find the criteria definitions will be discussed on slide 14, and these are important, as you will assess your student based on whether or not he or she performs the component behaviors to these criteria. Lets go to the next slide for specific examples of the competencies and behaviors
- SLIDE 13: This slide is a screen shot of one of the pages on our evaluation form. At the top left, you will see the Competency title, in this case: Provision of Patient Care. On the bottom left, you will notice in blue highlighted text the component behaviors that comprise the Competency. To find the specific criteria that define these behaviors, go to the next slide.
- SLIDE 14: On this slide, you see on the left, a copy of the slide before, with the Provision of Patient Care Competency and its component behaviors. When you click on the blue highlighted text of the behaviors, a pop up window will appear with definitions or criteria for the individual behaviors. This is the information (i.e. the criteria) that you will need in order to assess the student’s performance on the individual behavior.
- SLIDE 15: There are 2 exceptions for where to find criteria. On items # 7 (Examination Procedures) and #13 (Therapeutic Interventions), you will notice that when you click on the blue text, a pop up will open that directs you to the “Emory Physical Therapy Entry Level Competencies and Criteria manual, which is available at your facility
- SLIDE 16 So, now that you’ve accessed the form and have found the location of the criteria for the objectives, how do you actually go about scoring the Student? You will assess the Student’s performance of how well he or she performed each component behavior to criteria on a 4-point scale. We will discuss this 4-point scale on the following slide. However, there is also the option of scoring the student a “Not applicable” or “N/A on a behavior. You would want to score an N/A in any of the following situations: (1) You have not observed the Student on a behavior (2) the Student has not had the opportunity to perform the behavior (3) Or, you feel that the number of times you’ve observed the behavior yields insufficient data to rate the student. For example, if you’ve only observed a specific behavior 2-3 times, you may feel uncomfortable scoring the student’s performance on that behavior. In this case an NA would be appropriate.
- SLIDE 17: If an N/A does not apply to a specific behavior, use the following 4-point scale
- SLIDE 18: This is a screen shot of one of our form’s pages. At the tope of the page in the red circle, is the rating scale with its definitions. To the bottom left are the component behaviors and the arrow is showing you the column and drop-down boxes in which you score the behavior. On this particular example, the CI rated the student a “3” on the behavior “Idenitifies symptoms and coexisting conditions of the client,” meaning that the student performs this behavior to criteria on 50-79% of occasions.
- SLIDE 19: Now, we’re going to talk a bit about 2 items that are “exceptions” to the typical scoring procedures: items #16 and #40, which address Patient Safety and Professional Behavior. On the evaluation form, you will notice that these items are scored first due to their importance in clinical care. We expect that the student will earn a “4 – Demonstrates Competency for both of these items. If the student is not earning a “4”, or is earning a “4” but demonstrating “red flags” (such as he/she scores closer to 80% of occurrences versus 100%), please contact one of our Directors of Clinical Education immediately. Dr. Patricia Bridges may be reached at 404-712-4132 or Dr. Tami Phillips at 404-727-1350.
- SLIDE 20 & 21 The following 2 slides are screen shots of items #16 (Patient Safety) and #40 (Professional Behavior), along with the reminder that the Student should score a 4 on these items. We expect the student will earn a “4 – Demonstrates Competency” for both of these items, and be at 100%.
- SLIDE 22 Now, as you’ve gone through the evaluation form, you may have noticed that many of form’s pages have a place for comments. Use these comment boxes to provide constructive feedback for behaviors that require additional practice, positive feedback and examples, and lastly, information regarding items or behaviors that were scored an “N/A.”
- SLIDE 23 The next couple of slides address a few general tips and resources for when you start the evaluation form: You may start and stop completion of the form at any time, as it will automatically save your work UNLESS you hit “Submit.” Please do not hit the Submit button until after the evaluation conference with the Student, which will be addressed in slide 25-28. You may re-enter the form at any time to edit, add or delete information. Before hitting Submit, hold the evaluation conference with your Student Lastly, if your Facility requires a hard copy of the evaluation, you will need to print each page individually by hitting either the control-P keys or by selecting “Print” from the File menu Again, please do not hit the Submit button until after you’ve held the evaluation conference with the Student
- SLIDE 24 For resources and to access all of the information that you may need to review prior to completing the evaluation, remember this slide - number 24! (1)If you would like to review an entire competency, you may click on the below links (2) To find the criteria for the objectives and behaviors within a competency, you may click on the blue highlighted text to retrieve a pop-up window with the criteria listed. Please review slide 14 if needed. (3) To find the criteria for specific examination or intervention procedures, please use your “Emory Physical Therapy Entry Level Competencies and Criteria Manual” located at your Facility. Please review slide 15 if needed.
- SLIDE 27 After the conference and submission of the Evaluation form, discuss with your student the “APTA Physical Therapy Student Evaluation: Clinical Experience and Clinical Instruction” form, which is an evaluation form the student has completed on his or her experience at your Facility. A few facts about this APTA form are as follows: (1) The Student will complete the form online and print a hard copy to review with you. (2) After the student reviews this form with you, you must sign the form. It is important for you to realize that your signature does not necessarily denote agreement with the evaluation. It only indicates that you have received the feedback. This evaluation will be confidential and kept in a locked file at Emory in accordance with the Commission for Accreditation for Physical Therapy Education guidelines.
- SLIDE 28 Data from the APTA form may be used in the aggregate for Emory DPT’s accreditation purposes, and it may also be used to assist in developing and mentoring clinical instructors and clinical facilities for our clinical education program. Your Evaluation Conference is now completed. Your student will take the hard copies of the “APTA Physical Therapy Student Evaluation” form and the “Clinical Site Orientation Checklist” and will return them to our DPT offices on the Monday after the last day of the clinical experience. This is now the time to wish your student a fond farewell and send them off with a hearty handshake.