PHYS THER
Vol. 78, No. 12, December 1998, pp. 1299-1300
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Invited Commentary

Babette S Sanders

BS Sanders, PT, is Instructor, Program in Physical Therapy, Northwestern University Medical School, Chicago, IL 60611

This excerpt was created in the absence of an abstract.

In this study, the authors addressed a very timely and important issue in physical therapy education. This is also a topic about which there is very little literature. If we, as a profession, want to maintain viable clinical education programs, we should be responsive to the changes in the health care environment and the pressures on clinical instructors (CIs) without sacrificing the quality of the patient care rendered and the educational experience. Ladyshewsky and colleagues used an innovative approach to clinical education, a 2:1 model, to look at 2 pieces of the clinical education equation, which includes the patient, the facility (including the CI), the student, and the academic institution. They used the data that they collected to examine (1) productivity, a dimension that is increasingly important to the facility, and (2) learning processes that have an impact on the student and the CI.


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A Comparison of Productivity and Learning Outcome in Individual and Cooperative Physical Therapy Clinical Education Models
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