Clinical Teaching Tips for the Laboratory and Clinical Experience Settings

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Clinical Teaching Tips for the Laboratory and
Clinical Experience Settings 

• Thomas G. Weidner, PhD, ATC, FNATAChris Curless,
  ATCBall State University

GLATA 2010 Winter Meeting and Clinical Symposium
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Introduction

• Responsibility of the clinical educator to
  provide hands-on clinical skill instruction
• Fosters more competent practitioners
• Athletic training students perceive that 53 of
  their professional development comes from
  clinical education

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Specific Aims

• Consider various clinical teaching strategies to
  use in the laboratory and clinical experience
  settings.
• Consider relevant teaching tips and techniques
  associated with the various clinical teaching
  strategies.
• Reflect on ones own clinical teaching strategies
  and techniques.

Outcome
Leave with a toolbox of teaching tips to
implement during skill instruction of your
athletic training students
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Teaching Strategy Modeling

• Student observes an expert perform a task to
  develop an understanding of the procedures
• Provides the student with a conceptual framework
  for how a task will look when competent practice
  has been achieved

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Teaching Strategy Coaching

• Observe student while he/she performs a task and
  offer specific verbal or physical instruction
• Enables student, with guidance from an expert
  practitioner, to learn by participating

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Teaching Strategy Scaffolding

• Any of the supports provided to the student
  before or during a task (simple hints and
  reminders)
• May involve performing a part of a task so that
  the student can assume as much of the task as
  possible

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Teaching Strategy Forward Lengthening

• Motor skills can be analyzed into part-skills
  that compose the total performance
• Athletic training skills are actually a series of
  sequential steps, each of which must be performed
  precisely and in proper order
• Chain tasks into their distinct components, where
  first step is demonstrated and practiced first,
  and succeeding steps are added until the last
  step is reached

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Teaching Strategy Articulation

• Student describes their knowledge, reasons, or
  thinking processes
• Externalizes the students knowledge and
  processes which are occurring internally
• Once articulated, knowledge and thinking
  processes can be observed, understood, shared, or
  elaborated through dialogue with the student
• Revealing covert processes helps in you reaching
  more awareness of your students experience

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Teaching Strategy Reflection

• Encourages the student to compare their practice
  with previous practice or with the practice of
  expert practitioners or other students
• Requires that the student replay their
  experiences, and analyze those experiences
  relative to a standard of practice

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Teaching Strategy Exploration

• Participate in authentic opportunities for the
  student to identify and solve real practice
  problems on their own.

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Circle Discussions
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• Dialogue about the specific clinical teaching
  strategies and tips you use in your laboratory
  and clinical experience settings
• Modelingobserve expert
• Coachingverbal or physical instruction
• Scaffoldinghints and reminders
• Forward lengtheningchain tasks
• Reflectionanalyze personal performance
• Articulationdescribe knowledge and reasoning
• Explorationsolve real clinical problems

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Assimilation

• Bringing it all together.

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Thank You!