Notes

Slide Show

Outline

1	Clinical Supervision: An Interdisciplinary Approach Developed By: Dr. Janice Elich Monroe, CTRS Associate Professor Ithaca College Allied Health Geriatric Interdisciplinary Team Training Grant #6 D37HP00733 03 January 2002
2	Description of Program This session will outline a model of interdisciplinary collaboration which involves the training of clinical supervisors in providing positive interdisciplinary team experiences for peers and interns.
3	Learning Outcomes Identify strategies for preparing students for interdisciplinary collaboration Identify strategies for preparing clinical supervisors to provide students with positive interdisciplinary team experiences.
4	Teams Does your agency have a team approach? How would you describe that approach? What are your attitudes toward team involvement? How effective are teams?
5	Types of Teams Multidisciplinary Interdisciplinary Transdisciplinary Dysfunctional
6	Preparing Students for Team Involvement Understanding Other Disciplines Models of Teamwork and Collaboration Developing Group Process Skills Interdisciplinary Treatment Plan Development The Field Experience
7	Information for the following section has been extracted from the, “Education for Interdisciplinary Rural Health Care: Role of the Preceptor” published by the Office of Educational Development The University of North Carolina at Chapel Hill and was funded by the HRSA Bureau of Health Professions
8	The Educator Curriculum Development Mentoring/Role Modeling Establishing Opportunities for Interdisciplinary Collaboration Establishing Interdisciplinary Field Placements Interactions with Clinical Supervisor
9	The Clinical Supervisor Helps students to understand the team process Helps students learn the roles and contributions of various team members Provides students with the opportunity to interact with the team Enables students to evaluate team effectiveness
10	Experiential Learning (Kolb, 1984) Learners derive concepts from their experience and modify them continually as they gain additional experience Learning is based on their social, cultural and professional experience with preceptors/team members Learning comes through trail and error Learning is viewed as a continual process
11	Real Learning connotes use. Learning is not significant until it has undergone this conscious critical process that forces learners to actively incorporate what they have gained from their experience into their previously existing meanings. Only then will learners have learned from their experience. (Office of Educ. Develop. UNC)
12	The Clinical Supervisor’s Role Setting Expectations Cognitive Psychomotor Attitudinal Clinical Supervisor Identified Expectations
13	Motivating Students Attention Relevance Confidence Satisfaction Role Modeling
14	Providing Learning Activities & Responsibilities Based on pre-established goals Require decision making skills Enable the students to be active Apply knowledge ASAP Provide concrete examples Keep task difficult enough to be challenging Provide opportunities for reflection
15	Provide Feedback Given with care Regular and systematic Be positive Be timely Model excellent behavior Needs to effect student learning Received from other team members Assess their own performance Feedback should be evaluated
16	Allied Health Geriatric Interdisciplinary Team Training Grant Sponsored by the Ithaca College Gerontology Institute & The School of Health Sciences and Human Performance