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APPROVED CLINICAL INSTRUCTOR WORKSHOP. Evaluation. EVALUATION PROCEDURES. Clinical Site ACI Performance Student Performance Overall student assessment Clinical proficiency skills. ACI PERFORMANCE EVALUATION. Assists in the evaluation of the ATEP

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Presentation Transcript
evaluation procedures
EVALUATION PROCEDURES
  • Clinical Site
  • ACI Performance
  • Student Performance
    • Overall student assessment
    • Clinical proficiency skills
aci performance evaluation
ACI PERFORMANCE EVALUATION
  • Assists in the evaluation of the ATEP
  • Informs the ACI of performance expectations
  • Determines the ACI’s competency
  • Examines the ACI’s teaching style
  • Identifies strengths and weaknesses
aci performance evaluation cont
ACI PERFORMANCE EVALUATION cont.
  • Defined rating scale
  • Opportunity to make general comments
  • Report major strengths and weaknesses
  • Appropriate signatures
aci performance evaluation cont1
ACI PERFORMANCE EVALUATION cont.
  • Formal Evaluation by the ATS
  • Formal Evaluation by the CIE
clinical site evaluation
CLINICAL SITE EVALUATION
  • Provide information regarding the general quality of the clinical site
  • Included on the ACI Performance Evaluation tools
overall student assessment
OVERALL STUDENT ASSESSMENT
  • Information regarding general performance
  • Feedback for the student
    • Expectations
  • Feedback for the ACI
    • Discussions
  • Objective information for grading purposes
overall student assessment cont
OVERALL STUDENT ASSESSMENT cont.
  • Goals Sheet
  • Interaction Forms
    • Weekly
    • Physician
  • Self- Evaluation
  • Formal Evaluation
  • Continuous Evaluation
overall student assessment cont1
OVERALL STUDENT ASSESSMENT cont.
  • Methods of scoring and recording student performance
    • Checklists
    • Rating Scales
    • Anecdotal Records
    • Mental Records
overall student assessment cont2
OVERALL STUDENT ASSESSMENT cont.
  • Defined rating scale
  • Opportunity to make general comments
  • Report major strengths and weaknesses
  • Appropriate signatures
overall student assessment cont3
Technical Standards

Observation

Communication

Motor

Conceptual-Integrative and Quantitative Analysis

Behavioral/Social Attitudes

Documentation achieved through the Formal Evaluation tools

OVERALL STUDENT ASSESSMENT cont.
evaluation of clinical proficiency skills
EVALUATION OF CLINICAL PROFICIENCY SKILLS
  • Documentation of skill acquisition
  • Level of ability
  • Progression over time
  • Feedback on instructional techniques and the quality of clinical instruction
evaluation of clinical proficiency skills cont
EVALUATION OF CLINICAL PROFICIENCY SKILLS cont.
  • Inform students of the following:
    • the skills that will be evaluated
    • how the skills will be evaluated
    • the grading criteria
evaluation of clinical proficiency skills cont1
EVALUATION OF CLINICAL PROFICIENCY SKILLS cont.
  • 6 Levels
    • Observational Level
    • Level I (Clinical Education I)
    • Level II (Clinical Education II)
    • Level II (Clinical Education III)
    • Level IV (Clinical Education IV)
    • Level V (Clinical Education V)
  • Academic credit
evaluation of clinical proficiency skills cont2
EVALUATION OF CLINICAL PROFICIENCY SKILLS cont.
  • Skill performance criteria
    • required elements are described and prioritized
    • explanation of each element
    • critique a sample skill performance
  • Lickert scale
    • passing score is 3 or greater
evaluation of clinical proficiency skills cont3
Structured assessment

controlled environment

1:1

Natural assessment

clinical setting

includes cognitive, psychomotor, and affective skills

Holistic Scoring

most basic scoring

least objective

Analytical Evaluation

based on cognitive, psychomotor, and affective skills

EVALUATION OF CLINICAL PROFICIENCY SKILLS cont.
evaluation of clinical proficiency skills cont4
EVALUATION OF CLINICAL PROFICIENCY SKILLS cont.
  • 5 = SUPERIOR - The ATS performs the skill at a superior level including all of the following:
      • selects appropriate methods of stabilization
      • applies an effective stabilization device to prevent further injury
      • demonstrates confidence in abilities
      • possesses general knowledge of the skill
  • 4 = GOOD - The ATS performs the skill at a good level by selecting an appropriate and effective method of stabilization and they possess general knowledge of the skill, however; they lack confidence in their abilities.
  • 3 = FAIR - The ATS performs the skill at a fair level by selecting an appropriate and effective method of stabilization but they lack confidence and general knowledge of the skill.
  • 2 = POOR - The ATS performs the skill at a poor level by selecting an inappropriate and ineffective method of stabilization.
  • 1 = The ATS is unable to complete the skill.