Comparison of PLM-CPT Affiliated Centers Clinical Instructors Perception and Interns Perception on the Clinical Teaching Behavior of the Clinical Instructors Chang, Kate Michelle G.; Delarmente, Krishia G.; Janda, Pauline Denise N.; Ramos, Eleanor Kay S. and Zorca, Lanica S. 6

By: Chang, Kate Michelle G.; Delarmente, Krishia G.; Janda, Pauline Denise N.; Ramos, Eleanor Kay S. and Zorca, Lanica S. 4 0 16, [, ] | [, ] |
Contributor(s): 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 4281246Edition: Description: 28 cm. viii, 59 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:
Contents:
Action note: In: Summary: ABSTRACT: BACKGROUND:Clinical Education is a major component essential for pre-entry physical therapy professional's learning and development, however, there is a gap that exists between academic and clinical setting. Clinical instructors play a crucial role in bridging these gaps because of their impact on intern's competency, self-efficacy, learning, and development. However, being a competent clinician does not necessarily translate to being a competent clinical instructor. Thus, it is enough to be a competent clinician to be an educator. PURPOSE: This study aims to determine and compare how clinical instructors and interns perceive the clinical teaching behavior of physical therapy clinical instructors in PLM- CPT affiliation centers. STUDY DESIGN: Cross-sectional survey design METHODS: The developed questionnaire was lifted from existing instruments, was validated via face and content validation by expert validators, and was sent for pilot testing. Purposive , sampling was used to select the subjects for the study which includes 200 interns and 100 clinical instructors of centers affiliated to PLM-CPT, Letter of Consent was given to the centers, after approval, survey questionnaires were directly distributed to the participants. A total of 78 clinical instructors and 171 interns participated and were able to answer and return the questionnaire to the researchers. RESULTS:There is no significant difference on all six categories of teaching behavior of clinical instructors as perceived by both the clinical instructors and interns. Clinical practice and competence in treating patients (P=0.651); professional behavior, conduct and interpersonal relationship (P=0.210); communication skills (P=0.288); instructional skills (P=0.587); supervisory and feedback skills (P=0.991); performance evaluation skills (P=0.991); general or overall teaching behaviors (P=0.892). CONCLUSION: Clinical instructors' self-perception and interns perceptions on the instructors clinical teaching behavior have no significant difference which is in contrast to other existing studies abroad. KEYWORDS:perception, clinical instructor, clinical teaching behavior, clinical education Other editions:
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Undergraduate (Thesis) Pamantasan ng Lungsod ng Maynila;College of Physical Therapy, Bachelor of Science in Physical Therapy 56

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ABSTRACT: BACKGROUND:Clinical Education is a major component essential for pre-entry physical therapy professional's learning and development, however, there is a gap that exists between academic and clinical setting. Clinical instructors play a crucial role in bridging these gaps because of their impact on intern's competency, self-efficacy, learning, and development. However, being a competent clinician does not necessarily translate to being a competent clinical instructor. Thus, it is enough to be a competent clinician to be an educator. PURPOSE: This study aims to determine and compare how clinical instructors and interns perceive the clinical teaching behavior of physical therapy clinical instructors in PLM- CPT affiliation centers. STUDY DESIGN: Cross-sectional survey design METHODS: The developed questionnaire was lifted from existing instruments, was validated via face and content validation by expert validators, and was sent for pilot testing. Purposive , sampling was used to select the subjects for the study which includes 200 interns and 100 clinical instructors of centers affiliated to PLM-CPT, Letter of Consent was given to the centers, after approval, survey questionnaires were directly distributed to the participants. A total of 78 clinical instructors and 171 interns participated and were able to answer and return the questionnaire to the researchers. RESULTS:There is no significant difference on all six categories of teaching behavior of clinical instructors as perceived by both the clinical instructors and interns. Clinical practice and competence in treating patients (P=0.651); professional behavior, conduct and interpersonal relationship (P=0.210); communication skills (P=0.288); instructional skills (P=0.587); supervisory and feedback skills (P=0.991); performance evaluation skills (P=0.991); general or overall teaching behaviors (P=0.892). CONCLUSION: Clinical instructors' self-perception and interns perceptions on the instructors clinical teaching behavior have no significant difference which is in contrast to other existing studies abroad. KEYWORDS:perception, clinical instructor, clinical teaching behavior, clinical education

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