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Improving clinical instruction: comparison of literature.

Article Excerpt
Clinical instruction is a vital component of the education process for both radiologic technology and athletic training students. In the clinical setting, students are provided with the opportunity to actively practice skills taught in the didactic environment. Clinical instructors (CIs), as well as the clinical site itself, influence the success of the educational experience for students. Program directors (PDs) are responsibile for ensuring that the clinical sites selected are educationally appropriate. Additionally, they must ensure that the CIs are teaching and evaluating students effectively. (1)

Selection of a clinical site usually is based on factors such as location and willingness to have students; selection is not necessarily based on the quality of teaching opportunities the clinic can provide nor on the staff available. (2,3) However, clinical sites must possess supportive staff and enough patient cases to provide ample learning opportunities for students. (4) In addition, CIs have a responsibility to teach and evaluate students properly in the clinical environment; however, they do not always have the appropriate preparation. (1,3) As with other allied health fields, CIs frequently are chosen based on skill level and years of practice and not on the ability to teach and evaluate students effectively. (1,3)

Limited research related to clinical education for radiologic technology students is available. The literature that is available discusses the need for CIs to be more available and encouraging to students, to have good communication skills and to be able to adjust their teaching styles based on students' personalities. (3-5)

More research is available for athletic training education, which is an allied health program that includes similar clinical education requirements as those of radiologic technology programs. (6) Research about athletic training education could be beneficial to radiologic technology programs and students, especially information on how to select, train and evaluate clinical sites and CIs and how to improve overall clinical education.

The purpose of this paper is to review and compare the literature related to radiologic technology and athletic training clinical education.

Methodology

The research for this paper included a review of literature, published from 1998 to 2006, related to improving the clinical education experience of undergraduate students in the fields of radiologic technology and athletic training. PubMed and ProQuest databases were used to perform a review of the literature. Keyword searches for the literature included "clinical instructors," "clinical instructor evaluations," "athletic training clinical education," "allied health programs and evaluations," "radiologic technology clinical education" and "clinical education evaluation." The final review of the publications included those that specifically discussed either clinical education or clinical instructors in radiologic technology or athletic training education programs.

Literature Review

Clinical Instructors

The clinical instructor is an integral part of the education of allied health students. (7) Moreno et al (7) stated that the relationship between the CI and the student will assist the student with developing good patient care skills. In addition, clinical instructors need to display behaviors that model professionalism and provide a nurturing atmosphere for students. (7) Steves (8) defined the clinical education of radiographers as the time when students gain the necessary tools to become proficient in clinical skills; the CI is a critical link in that development.

According to Laurent and Weidnert (4) a clinical instructor is "a person who provides direct supervision and instruction to students in the clinical aspect of athletic training education." Laurent and Weidnert also stated that clinical instructors have "an important role in the facilitation and integration of athletic training knowledge and skills; thus, it is important to identify and promote helpful clinical instructor qualities." (4) The educational facility, students and CIs all need to have clear definitions of the qualities and responsibilities required to be an effective clinical instructor. Clinical education is an important aspect of many allied health programs; however, the experience can be negative for everyone involved if the program does not have qualified CIs.

Clinical Education in Radiologic Technology

A study conducted by Price et al (3) concluded that site evaluations are essential to ensuring that students receive high-quality education in radiologic technology programs. Even though the study took place in the United Kingdom where clinical structure varies slightly from the United States, the conclusions from the study are applicable to international radiologic technology programs. The structure differs from the traditional U.S. model because, in addition to didactic faculty and a clinical coordinator, the U.K. model also has a clinical lecturer and a scheme tutor. All of these faculty members work to coordinate theory and clinical education.

The study used a questionnaire to evaluate 6 specific areas: clinical experience, clinical assessment, academic support, student welfare, departmental influences, and living and social aspects. (3) The authors concluded that student performance was related directly to the amount of quality time spent with the clinical staff. In addition, a positive, encouraging environment improved student performance. Students reported greater...

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