Effective Strategies for Organizing Clinical Rotations in PA Education
In this program for PA workshop directors, topics such as securing clinical sites, developing workload distribution models, and meeting specific educational needs are covered. The importance of SCPEs, planning for student expectations, and assessment processes are highlighted. Considerations like SCPE duration, patient interactions, skill requirements, and simulation utilization are discussed, emphasizing the need for holistic curriculum planning.
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Presentation Transcript
2017 PAEA Workshops Program Directors 101 Pando Workshop Clinical Sites: Provisional Programs John Burns Mike Roscoe
Instructional Objectives Identify and discuss the factors that affect securing clinical sites Develop strategies to recruit and retain clinical sites Develop a model for credit hour workload distribution for members of the clinical year team Identify ways to meet the specific clinical education needs of their program
Clinical Rotations = SCPEs (skippys) Supervised Clinical Practice Experiences (SCPEs) Rotations / Clerkships far-in-the-future event for new programs? SCPEs often accounting for as much as 50% or more of your curriculum They are often what can make or break a program reliance on external people and variables that are often out of the control of the program. Where do we start? Mission Statement Goals Outcomes Competencies Accreditation standards
SCPE questions: How long should each SCPE be? How many patients does each student need to see? Do we want to require specific skills/diseases/numbers? Would simulation count? Remember, it is the program that makes this determination it just has to be reasonable and defendable.
Planning (The foundation of all good education) Must define expectations that meet the standards (The B3s) Must have overall plan for a student to meet the expectations of the program and be able to enter clinical practice Each SCPE is a piece of the puzzle Each SCPE has individual and unique outcomes Must have an assessment process for these expectations Has each student has acquired the required skills and course outcomes required by their specific program? ARC wants to know Preceptor evaluation? Good enough?? Why not? EOR exam? Good enough??
Hint: Do not think of didactic and experiential phases as separate events in your curriculum Think holistically! Step 1: Figure out your expectations: Great resource on developing expectations from ARC-PA http://arc-pa.org/documents/Program%20%20Expectations%206.2016.pdf CHANGE THE LINK ABOVE!!!!
Workload Distribution Traditional academic setting Credit hour 1 credit hour = ~14-16 total hours of new material for a semester 12-credit hour semester Clinical Settings More arbitrary set Credit hours? 1.0 credit hour/week Contact hours? Direct hours a faculty/preceptor spends with a student Can multiple by number of students for another marker Hybrid model?
Factors that affect securing Sites Intrinsic (internal) and extrinsic (external) factors Intrinsic Lack of Clinical Coordinator Lack of support/understanding from your sponsoring institution Lack of funds (dedicated to experiential year) Time distance Extrinsic Competition in the market Lack of community understanding of PA What is in it for me? Lack of preceptor teaching knowledge
Strategies to Recruit and Retain Sites Initial Recruitment MOST DIFFICULT This step is different for new programs Why is this step different? How do you we start getting preceptors?
All sites are not created equally! Hierarchical system Must start at the top! What is needed from each level? Affiliation Agreements? Letters of Affiliation? Letters of Agreement? Takes time!
Specific clinical education needs For a program to assess if SCPEs meet their needs is to first define what those needs are! Goals Outcomes Competencies Successful completion of a SCPE What does successful mean? Triangulation of data Unique to your program
Assessment of SCPEs and Clinical Students
