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University of Brighton
Faculty of Health and Social Science
A Performance Evaluation and Self-Assessment of Potential as a Clinical Educator
Mohammad Qasem *
Physiotherapy Department, University of Brighton, United Kingdom
Author: Mohammad E A A Qasem
Email: M.Qasem1@uni.brighton.ac.uk
January 2013
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Introduction
Education is one of the most rewarding, and most challenging professional
endeavours one can take. Becoming an effective clinical educator requires a diverse set of
skills, a strong theoretical background, and a continual willingness to grow and adapt to
new situations (Andrews et al., 2006). Teaching clinical skills requires a unique
understanding of not only classic educational theory and curriculum design, but
interpersonal relationships and understanding learner needs as well (Rust et al., 2005).
The purpose of this essay is to highlight the importance of self-evaluation and
assessment on the clinical educator. First, discussion focuses on the qualities and
characteristics of a clinical educator. Issues related to planning and facilitating the
learning process effectively are then presented, followed by a description of skills needed
to effectively assess the learner. Discussion then focuses on methods of evaluating the
learning experience. In each of these areas, we will cite current literature in the
physiotherapy field and reflect on my experience with each topic. This essay concludes
with a brief summary and outline of key points.
Self-Evaluation
This section describes issues related to becoming an effective educator in the
physiotherapy field. Topics include qualities and characteristics of a clinical educator,
planning and facilitating the learning effectively, assessing the learner, and evaluating the
learning experience. A brief review of literature is provided for each topic, followed by a
description of my personal involvement and an evaluation of my potential as a clinical
educator in this respective area.
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Qualities and Characteristics of a Clinical Educator
According to Bennett (2003), clinical educators possess a diverse array of abilities
and qualities that reveal a comprehensive understanding of both learning and instruction.
These qualities range from a thorough theoretical understanding of the process of
teaching and learning, as well as the role this understanding continues to play in career
development (Bradbury-Jones et al., 2009). Clinical educators in the physiotherapy field
must also effectively serve as administrators in arranging placements and promoting
student learning (Bennett 2003). Furthermore, effective clinical educators must be able to
form interpersonal relationships with students and understand how to individually
motivate each one (Woo-Sook et al., 2002). Finally, clinical educators must understand
how to communicate effectively and continue to improve themselves throughout their
careers.
Specifically, Bennett (2003) mentions that clinical educators must not only be
able to teach, but to continue to develop professionally themselves. Management and
placement organisation becomes as central to the clinical education role as strictly
transmitting information. Furthermore, facilitating teamwork and team leadership are
additional qualities and characteristics of becoming an effective clinical educator
(Bennett 2003). However, it is not necessary that clinical educator should possess team
facilitation skills, as Bennett (2003) suggests.
Furthermore, an effective clinical educator must be prepared to resolve issues
with motivation, learning disabilities, conflicts between students, and meeting individual
student needs. According to Mulholland et al., (2006), adopting a social constructivist
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approach to teaching may help alleviate some of these issues. Such an approach places
greater emphasis on student needs and has been demonstrated to be more effective in
enhancing motivation than traditional educational frameworks (Mulholland et al., 2006).
Planning and Facilitating the Learning Effectively
Planning and facilitating the learning is one of the most crucial components of the
physiotherapy education process (Ramani and Leimster 2008). Each of these components
requires expert knowledge of the course curriculum, and the correct method of
progressing from one course to the next. Effective planning involves developing learning
objectives, evaluating and assessing student progress, identifying areas of weakness, and
understanding the role of auxiliary educational methods for students who need them
(Lyneham et al., 2009). Facilitating learning effectively requires an understanding of
student learning styles and how to model the correct behaviour (King et al., 2009). With
effective planning and facilitating of learning, the educational process is motivating and
self-driven (Lyneham et al., 2009). Interestingly, reflective practice, such as that
advocated by Moon (1999), is a particularly effective tool for both students and teachers
in evaluating performance and devising placement strategies.
Serving as a clinical educator in any capacity is a complex and challenging
process (King et al., 2009). As a physiotherapy clinic is a dynamic and ever-changing
environment, maintaining a clear and concise learning plan is essential to quality
education (Langendyck 2006). Understanding the unique needs of each student, and how
to most effectively adapt to their learning styles, is also a critical element in facilitating
the learning process (Langendyck 2006). Therefore understanding of these two key
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elements of teaching will make an effective clinical educator in terms of planning and
facilitating learning.
Assessing the Learner
According to Rushton (2005), recognising that education is not always the
solution to every problem that arises in the clinical setting is a key lesson in becoming an
effective educator. Oftentimes, problems are learner-related, and may pertain to
motivation, differences in learning styles, or interpersonal differences between the learner
and educator. Whenever an issue arises in the clinical setting, simply conducting
additional education sessions may not always be the answer. Therefore, assessment is a
critical component of the education process (Rushton 2005). Learners must be assessed
for every aspect of training, and held accountable for maintaining this knowledge
throughout their education. By conducting continual needs and learning assessments of
all aspects of training, the clinical educator can identify learner strengths and weaknesses
early on, and more effectively plan the curriculum. Furthermore, learner assessments
allow for the clinical educator to identify student learning styles and improve
interpersonal relationships with each student (Carless 2007).
Pereira et al., (2008) attest that two forms of learner assessments exist. First,
formal assessments are available that provide specific information about learner
performance across a range of variables. Examples include surveys, examinations, and
formal needs assessments. The second type includes informal assessments of learner
performance through observation, interacting with the learner, listening to shift reports,
and conversing with other learners and educators (Carless 2007).
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Although person may lack significant experience with formal assessment
techniques, Pereira et al., (2008) assert that the informal assessment method can be a
more effective tool in gauging performance. Formal assessment methods often fail to
account for individual learner perceptions and interpretations of educational material, and
provide little information as to how to improve the learning process (Woo-Sook et al.,
2002). Through conducting more interpersonal assessments of learner progress, the
clinical educator can address individual factors such as learning styles or problem-based
learning needs (Qasem M., 2013)
Evaluating the Learning Experience
Evaluating the learning experience is another component that provides a challenge
to the clinical educator in a physiotherapy environment (McKinley 2008). According to
McKinley (2008), evaluating learning outcomes is oftentimes conducted in a post-hoc
manner and not documented unless a problem exists. However, evaluating the learning
experience prior to problematic issues is a central responsibility of the clinical educator
(McKinley 2008). Evaluation can consist of specific educational events and course
content, as well as the learning experience itself. Conducting evaluations of the former is
usually fairly straightforward and can consist of checklists and Likert-style instruments
(McKinley 2008). Evaluating the learning experience itself is more complex, and requires
interaction between the teacher and learner. Obtaining feedback from the learner can be
difficult, but is a critical component of improvement for both parties (Pereira et al.,
2008). An effective clinical educator must be willing to receive constructive feedback
and continually seek to improve areas of weakness (Pereira et al., 2008).
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Conclusion
Education is one of the most rewarding, and most challenging professional
endeavours one can take. Becoming an effective clinical educator requires a diverse set of
skills, a strong theoretical background, and a continual willingness to grow and adapt to
new situations. Clinical educators possess an array of abilities and qualities that reveal a
comprehensive understanding of both learning and instruction.
Planning and facilitating the learning is one of the most crucial components of the
physiotherapy education process. Each of these components requires expert knowledge of
the course curriculum, and the correct method of progressing from one course to the next.
Furthermore, recognising that education is not always the solution to every problem that
arises in the clinical setting is a key lesson in becoming an effective educator. Oftentimes,
problems are learner-related, and may pertain to motivation, differences in learning
styles, or interpersonal differences between the learner and educator. Finally, evaluating
the learning experience is another component that provides a challenge to the clinical
educator in a physiotherapy environment.
Acknowledgment
Special thanks to Dr. Jane Morris from University of Brighton in the United Kingdom for
her Advices.
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