Department Assessment of the Clinical Education Program

The Ithaca College Physical Department of Therapy is committed to ongoing formative and summative assessment of our clinical education program. Core faculty members provide input to course goals and objectives, are involved in midterm contacts and consider curricular feedback comments from our students and clinical education faculty. In addition, the Clinical Education Committee regularly gathers data, reviews input and designs and implements strategies to address concerns/needs raised by the students or clinical education faculty. A summary of the methods utilized to assess our clinical education program components follows.

Assessment of Clinical Affiliates

New: Potential clinical affiliates are reviewed by the Director and Assistant Director of Clinical Education to determine if the addition of the facility will enrich our clinical education program. In making this determination several factors, such as geographic location, type and diversity of clientele served, experience of clinical instructors and available learning opportunities are considered.

New and ongoing: The Office of Experiential Learning (OEL) in the School of Health Sciences and Human Performance (HS&HP) negotiates contracts with our clinical partners to determine if a health care facility and Ithaca College can together provide clinical education opportunities. Legal issues, background checks and health requirements and diversity (type, age, geographical) are some issues considered when making this decision.

Ongoing: Information gathered on the following tools is regularly reviewed and input considered  in modifying and enhancing our clinical education program.

• Clinical Site Information Form (CSIF): Completed by the CCCE, reviewed by DCE/ADCE and students
• Clinical Instructor and Clinical Experience Feedback: Completed by each student enrolled in clinical education coursework, reviewed by DCE/ADCE. Pertinent information is shared with future students.
• Midterm Contacts: Core faculty members conduct midterm calls and visits to affiliating sites while students are enrolled in clinical education coursework. Forms are completed to record learning opportunities available.

When areas of concern are identified regarding the quality of learning opportunities available at a site, the DCE/ADCE respond to the identified concern directly. They may contact the CI or CCCE as needed to address the issue. They may seek trends in feedback and work to resolve the issue. They may design new procedures or development opportunities (in-services, continuing education, and online modules) to address the issue.

When consistent issues are not resolved and it is  determined that the site does not meet the needs of the Ithaca College Clinical Education  program, the relationship with that site may be terminated.

Assessment of CCCE/CI: The CCCEs and CIs are key partners in clinical education. The DCE/ADCE engage in regular communications with these partners to deliver effective clinical education. The following tools are utilized to assess the performance of our clinical education faculty.

• CSIF: Completed by the CCCE, reviewed by DCE/ADCE and students.
• Clinical Instructor and Clinical Experience Feedback: Completed by each student enrolled in clinical education coursework, reviewed by DCE/ADCE. Clinical Instructor data is recorded in the Department Clinical Instructor Database. This tool allows us to track the credentials, experience and student ratings for the CIs.
• Midterm contacts: Core faculty members conduct midterm calls and visits to affiliating sites while students are enrolled in clinical education coursework. Forms are completed to record impressions of the CIs effectiveness as a clinical teacher and learning opportunities presented to the student. DCE/ADCE reviews all forms and CI information is recorded in the Department Clinical Instructor Database.
• Clinical Education Assessment Form: Provides the CI and CCCE the opportunity to rate the effectiveness of the CI as a clinical teacher.
• Clinical Performance Instrument: The DCE/ADCE reviews each CPI for each student. In addition to determining the appropriate grade for the student, the DCE/ADCE gathers information regarding the CIs ability to accurately assess student performance and articulate student progress towards goals.

When areas of need are identified, the DCE/ADCE respond to the identified concern directly. We may contact the CI or CCCE as needed to address the issue. We may seek trends in feedback and work to resolve the need by designing new procedures or development opportunities (in-services, continuing education, online modules) to address the area of need and reassessing to determine if a change as occurred.

Assessment of DCE/ADCE: The DCE and ADCE value formative and summative feedback from students, peers, and administrators. Several formal and informal methods are utilized to gather relevant data.

• Ongoing communications via email and telephone with our clinical partners nationwide
• Participation in regional and national forums to benchmark our roles in clinical education
• Clinical Education Assessment Form: Provides the CI and CCCE the opportunity to provide input regarding the strengths and needs of the DCE/ADCE in open ended items and on criteria in the categories of Teaching, and Administration related to clinical education.
• DCE/ADCE Review of Performance Form: Completed by students and reviewed by the DCE/ADCE, items are available to provide feedback on the strengths and needs of the DCE/ADCE in open ended items and on criteria in the categories of Teaching, Administration, and Service. The input from these forms is compiled and serves as the equivalent of traditional course evaluation forms. The DCE/ADCE review all input and may utilize in annual professional development planning.
• DCE/ADCE Review of Performance Form: Faculty may be requested to complete a faculty version of this form to provide feedback on the strengths and needs of the DCE/ADCE in open ended items and on criteria in the categories of Teaching, Administration, and Service.
• Annual performance evaluations: Completed by the Department or Graduate Chair, the evaluation includes the performance of the DCE/ADCE related to clinical education courses.

Assessment of Clinical Education Program:  Feedback from a variety of methods are utilized for ongoing assessment of the program.

• Core faculty review clinical education course objectives to assure that the academic and clinical education curriculum set appropriate expectations for students
• Clinical Instructor and Clinical Experience Feedback Form: Completed by each student enrolled in clinical education coursework, reviewed by DCE/ADCE. Items relevant to academic or clinical education curricula are reported the Chair, Dean and core faculty on the Clinical Education Course review form completed by the DCE/ADCE after each course.
• Midterm contacts: Core faculty members conduct midterm calls and visits to affiliating sites while students are enrolled in clinical education coursework. Forms are completed to record input from the clinical education faculty regarding our curriculum. Items relevant to academic or clinical education curricula are reported the Chair, Dean and core faculty on the Clinical Education Course Review summary completed by the DCE/ADCE after each course.
• Clinical Education Assessment Form: Provides the CI and CCCE the opportunity to offer input regarding the strengths and needs of our clinical education program.
• DCE/ADCE Review of Performance Form: Completed by students and reviewed by the DCE/ADCE, items are available to provide feedback on the strengths and needs of the Clinical Education Program. The DCE/ADCE reviews all input and summarizes feedback on the Clinical Education Course Review summary completed by the DCE/ADCE after each course.

 As needed, changes to our program are recommended to the core faculty, department chair, curriculum committee etc.