1. APPROVED CLINICAL INSTRUCTOR WORKSHOP
The Effective ACI

2. MULTIDIMENSIONAL APPROACH
Content dimension
Method dimension
Sequence dimension
Sociology dimension
Teaching clinical proficiencies involves multidimensional approach
4 dimensions in ideal teaching/learning environment
will describe each
An effective ACI addresses all dimensions

3. CONTENT DIMENSION Facts, concepts, and procedures
Strategies used by experts in the field to apply knowledge
Facts, concepts, procedures usually presented in the didactic and clinical setting - this information found in text books
Strategies refer to applying facts, concepts, procedures to solve problems
critical thinking, experience in the field

4. METHOD DIMENSION Modeling teaching method Coaching teaching method
Scaffolding teaching method
Articulation teaching method
Reflection teaching method
Exploration teaching method
Various effective teaching methods to present “what is known” to students
Modeling = student observes ACI perform skill
Coaching = ACI observes student perform skill and offers immediate and specific verbal feedback and/or physical assistance
Scaffolding = any support offered a student while performing a skill
hints, directions, reminders
breakdown of the skill into subsets/components
Articulation = student describes their knowledge, reasons, or thinking process
critical for assessment of cognitive skills in clinical setting
Reflection = student compares skill performance to their own previous performance or to the performance of an ACI
student replays and analyzes clinical education experiences
Exploration = ACI creates opportunities for student to identify and solve real problems, encourages dialogue between ACI and ATS

5. SEQUENCE DIMENSION Principle of increasing complexity
Principle of increasing diversity
Principle of global skills
Help students acquire, integrate, and use knowledge
Increasing complexity -
1) build up to complex skills by presenting simple/foundational skills first
2) “building blocks”
Increasing diversity -
1) apply knowledge and skills in various contexts
2) fosters critical thinking and decision-making skills
Global skills -
1) present the general concept or the “big picture” first
2) what is the main goal?
3) ABC’s in an emergency situation for example

6. SOCIOLOGY DIMENSION Situated learning Experience Intrinsic motivation
Exploiting cooperation
Exploiting competition
Foster knowledge, beliefs, and professional standards by interacting with ATC’s, other health care providers, patients, and other students
Several factors:
Situated Learning - allows student to apply existing knowledge or acquire new knowledge in clinical education setting
Experience - students have the opportunity to observe and communicate with various ACI’s and health care providers
Intrinsic Motivation - clinical setting provides students with motivation to gain knowledge to better serve their patients, not just for a grade
Exploiting Cooperation - have students help each other, mentoring program
Exploiting Competition - have students compare their different clinical education experiences
1) reveals multiple thinking processes
2) presents different ways to approach a similar situation

7. CHARACTERISTICS OF AN EFFECTIVE ACI
Legal and ethical behavior
Communication skills
Supervisory skills
Instructional skills
Evaluation skills
Clinical competence
Administration skills
Professional development
NATA has suggested standards for selecting ACI’s
There are 8 suggested standards, they are. . .

8. LEGAL AND ETHICAL BEHAVIOR
Abide by NATA Code of Ethics
Comply with laws and regulations
Remain in good standing with the NATA and BOC
NATA Code of ethics = principles of ethical behavior while practicing as ATC
Comply with federal, state, and local laws and regulations
Remain in good standing with the NATABOC
required to obtain and report 80 CEU’s every 3 years

9. COMMUNICATION SKILLS Positive communication behaviors
Active listening skills
Ask open-ended questions
Encourage feedback
Interpersonal skills
Ability to relate to a variety of students
Self-disclosure
Communication skills essential for successful teaching/learning interaction
Positive behaviors = non-threatening, tone of voice awareness, correct student tactfully, honest, and clear explanations, encourage dialogue
Active listening = demonstrates sincere interest in the student
Open-ended questions = encourages dialogue
Encourage feedback = enhances understanding of expectations, allows student to voice opinions and ideas
Interpersonal skills = friendly, honest, approachable, makes student feel like valued as a person not just a student or work horse
Must be able to relate to a wide range of students with different backgrounds, personalities, and levels of knowledge = actively tries to gain perspective of student
Self-disclosure = share personal experiences, relate to the student that they are not alone in the learning process

10. SUPERVISORY SKILLS Clear goals, objectives, and expectations
Create a comfortable environment
Attitude awareness
Accessibility
Effective supervisory skills creates a positive environment for the teaching/learning interaction
Convey reasonable goals, objectives, and expectations clearly
Comfortable clinical education experience encourages students to:
1) provide feedback
2) ask questions
Attitude awareness = student stress level, frustration level
Accessibility = serve as a resource person, someone ATS able to turn to for help, be an active listener

11. INSTRUCTIONAL SKILLS Must be knowledgeable of subject matter
Must be aware of learners’ prior knowledge
Must have knowledge of general teaching principles
Must encourage critical thinking and problem solving
Background knowledge in educational principles essential to be effective ACI
Must be knowledgeable of subject matter in field
1) in depth, yet flexible, understanding of subject matter
2) know content well enough to make connections within the subject matter and learners
3) alternative conceptions - integrate text and experience
Must be aware of learners’ prior knowledge
1) exploration - understanding - action
2) identify students’ knowledge = exploration
3) identify areas in need of improvement = understanding
4) address areas in need of improvement = action
Must have knowledge of general teaching principles
1) congruence between teaching and learning styles
2) content-specific instruction
Must encourage critical thinking and problem solving
1) organized and purposeful clinical instruction with clear goals
2) provide opportunities for student to practice/perform skills
3) willingness to admit own deficiencies

12. EVALUATION SKILLS Feedback must be specific Feedback must be objective
Feedback must be frequent
Specific 1) goals and objectives of clinical education must be established immediately
2) student must be aware what is expected of them
3) must be specific when providing feedback
4) avoid generalizations
Objective 1) evaluation of the student performance only
2) personality differences must be excluded
3) standardized scale, measurable
Frequent 1) constant, daily feedback required
2) helps ensure appropriate patient care
3) reinforce good performance

13. CLINICAL COMPETENCE 12 domains of Athletic Training
Sound clinical decision-making skills
Professionalism
Competence in 12 domains of ATS
1) risk management and injury prevention
2) pathology of injuries and illnesses
3) injury assessment and evaluation
4) acute care of injury and illness
5) pharmacology
6) therapeutic modalities
7) therapeutic exercise
8) general medical conditions and disabilities
9) nutritional aspects of injury and illness
10) Psychosocial intervention and referral
11) health care administration
12) professional development and responsibilities
Sound clinical decision-making skills
1) systematic approach to problem solving
2) must be able to explain the basis of action/decision
Professionalism - practice within scope of the field and serve as a role model

14. ADMINISTRATIVE SKILLS
Time management
Delegation of duties
Productivity
Time management 1) often need to complete multiple tasks at once
Ability to delegate 1) positive communication skills required
Productivity 1) able to meet deadlines
2) complete tasks thoroughly and completely
Include: injury reports
weekly/daily injury logs
scheduling for athletes and students
completing multiple evaluation forms
discussing evaluation forms
Keep abreast of current information in the field

15. PROFESSIONAL DEVELOPMENT
Responsibility
Foster professionalism in students
Professional meetings
Be an active professional
Professional development is responsibility to self and student
Foster professionalism in the student
1) present students as a professional to other colleagues
2) assist student in understanding professional responsibilities
Professional meetings
1) should attend self
2) encourage students to attend
Active professional
1) active at local, state, and national levels
2) participate in self-improvement activities
- clinical skills and teaching
3) participate in professional enhancement activities
- committees
- writing papers, articles, editorials

16. QUESTIONS???