Clinical Instructors' Perspectives on Professional Development Opportunities: Availability, Preferences, Barriers, and Supports

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					 ——————————-————————— RESEARCH PAPER ————————————-——————--



                  Clinical Instructors’ Perspectives on
              Professional Development Opportunities:
            Availability, Preferences, Barriers, and Supports
        Carol Recker-Hughes, PT, PhD, Gary Brooks, PT, DrPH, CCS, JJ Mowder-Tinney, PT, PhD, NCS,
                                   and Susan Pivko, PT, DPT, Cert MDT




                                                                                                    BACKGROUND AND PURPOSE
 Background and Purpose. 
				
DOCUMENT INFO
Description: Little is known about CIs' perspectives on professional development activities designed to increase their effectiveness as teachers of professional DPT students. The purpose of this descriptive survey was to investigate the CIs' perspectives on the following: (1) current and desired availability of professional development activities, (2) preferences for delivery, (3) barriers to accessing these activities, and (4) supports for professional development offered by academic programs. Center Coordinators of Clinical Education (CCCEs) at clinical sites affiliated with 3 academic institutions were sent a letter inviting CIs to participate in this survey study. A total of 828 questionnaires were sent to CIs at 181 sites. A questionnaire was constructed to collect demographic data and information on CIs' perspectives on continuing professional development (CPD) opportunities and barriers to participation. Respondents were asked to self-assess professional development opportunities and preferred delivery mechanisms and to identify barriers and supports to CPD activities using a 5-point Likert scale. Descriptive statistics consisted of percentages and frequency distributions. Of the 828 CIs and CCCEs who received questionnaires, 497 consented to participate and completed surveys, for a response rate of 60%. With regards to professional development opportunities, approximately 50% or fewer respondents indicated that current availability is adequate or better than adequate. The respondents reported limited support for professional development from academic programs. Responses consistently reflected perspectives that professional development activities should be more available. CIs' responses indicate that professional development opportunities do not sufficiently support their teaching roles. This survey reveals CI interest for increased availability and variety of professional development activities. Supports for professional development from academic programs are currently l
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