Learning
experiences |
Experience creation |
1 |
I plan learning experiences for the student based on behavioral objectives and overall objectives for the clinical experience. |
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Experience creation |
2 |
I plan learning experiences that challenge the student and clinical instructor's preferred learning/teaching styles. |
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Objective efficacy |
3 |
I write individual behavioral objectives for learning experiences in the cognitive domain. |
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Objective efficacy |
4 |
I write individual behavioral objectives for learning experiences in the psychomotor domain. |
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Objective efficacy |
5 |
I write individual behavioral objectives for learning experiences in the affective domain. |
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6a)
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I write behavioral objectives that clearly describe expectations of the student. |
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7a)
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I foster hands-on practice of a new skill. |
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8a)
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I use a variety of teaching tools such as patient simulation, role-play, or “paper patients” to enhance each students' learning. |
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Experience creation |
9 |
I match the learning experiences and opportunities with the student's learning needs. |
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10a)
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I do not expect the student to collaborate on weekly goal planning. |
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Experience creation |
11 |
I am effective at individualizing and tailoring learning experiences for the difficult student. |
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Experience creation |
12 |
I am effective at individualizing and tailoring learning experiences for the exceptional student. |
Learning environment |
Learning environment |
13 |
I consciously provide a learning environment that fosters the student's development of clinical skills. |
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Learning environment |
14 |
I consciously provide a learning environment that fosters the student's professional development. |
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15a)
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I consciously demonstrate behaviors consistent with core values of professionalism in my daily practice (accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility). |
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Learning environment |
16 |
I use high level questioning to apply knowledge to decision making. |
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Learning environment |
17 |
I expect the student to provide evidence to support their clinical decision making. |
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18a)
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I am effective at creating a learning environment for the difficult student. |
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Learning environment |
19 |
I am effective at creating a learning environment for the exceptional student. |
Communication |
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20a)
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I facilitate communication with the student through active listening. |
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21a)
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I avoid communication that may be difficult or confrontational with the student. |
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Feedback facilitation |
22 |
I give timely feedback during the clinical experience to further learning and/or modify behavior. |
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Feedback facilitation |
23 |
I give constructive feedback during the clinical experience to further learning and/or modify behavior. |
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Feedback facilitation |
24 |
I expect students to seek ongoing feedback even if it is not required by the school. |
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25a)
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I request assistance from the center coordinator of clinical education, in my facility, as needed for problem solving. |
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Diverse communication |
26 |
I communicate with the academic coordinators of clinical education/director of clinical education from the school regarding student performance (positive and negative). |
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Diverse communication |
27 |
I am effective at communicating with the difficult student. |
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Diverse communication |
28 |
I am effective at communicating with the exceptional student. |
Evaluation |
Student assessment |
29 |
I carefully observe the student to determine his/her individual strengths and areas to develop. |
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Student assessment |
30 |
My student evaluations are based on first-hand information. |
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Domain identification |
31 |
I am able to identify the cognitive domain in which the student is having difficulty. |
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Domain identification |
32 |
I am able to identify the affective domain in which the student is having difficulty. |
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Domain identification |
33 |
I am able to identify the psychomotor domain in which the student is having difficulty. |
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34a)
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I document change in the student's performance of behavior. |
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Student assessment |
35 |
I address problems as they arise with the student. |
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36a)
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I document the strategies I implemented to remediate the problem. |
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37a)
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I am effective at evaluating the effects of the implemented sdution for the difficult student. |
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Solution monitoring |
38 |
I am effective at evaluating the effects of the implemented sdution for the exceptional student. |
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Solution monitoring |
39 |
I am effective at modifying the sdution to meet the needs of the student with difficulties. |
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Solution monitoring |
40 |
I am effective at modifying the sdution to meet the needs of the exceptional student. |
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Student assessment |
41 |
I do not let my personal biases affect my evaluation of the student. |
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42a)
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I engage the student in self-assessment as part of analyzing performance. |
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Student assessment |
43 |
I consider all student factors (i.e., current level of performance, academic curriculum, level of didactic preparation) in analyzing his/her behavior. |