A New Model to Advance a Collaborative Clinical Education Placement Process: A Consortium Core Network.

Jamie Bayliss, Cara A Berg-Carramusa, Amy Both, Mari Knettle, Emily Reynolds
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Abstract

Background and purpose: The 2014 Clinical Education (CE) Summit and subsequent scholarly work prompted development of collaborative, mutually beneficial, innovative processes to mitigate CE challenges and inefficiencies. Contemporary practice advocates for collaboration among physical therapist (PT) academic programs (Programs) and clinical partners (Partners) to create a sustainable placement process with mutual benefits for stakeholders. The purpose of this article is to describe the design and implementation of the Ohio Kentucky Consortium of Physical Therapy Educators (Consortium) Consortium Core Network's (CCN) centralized PT CE Placement Process (PT-CEPP) model and share participants' experience perspectives.

Methods/model description and evaluation: The Consortium established the CCN and a Steering Committee, representing stakeholders, and designed a novel 5-phase centralized PT-CEPP model, in Exxat, an educational management platform. The phases included Request, Offer, Placement, Reallocation, and Confirmation and Release. A postimplementation Qualtrics survey was disseminated to obtain participant perspectives. Open-text survey responses were compiled, reviewed, thematically analyzed, and presented in this article (part 1). The resulting quantitative CCN PT-CEPP analyses were deferred to a companion article (part 2).

Outcomes: The CCN participation included invited Partners (n = 101/364; 28%) and Programs (n = 14/14; 100%). During initial PT-CEPP implementation, 1,005 offers resulted in 549 CE placements. Participant perspectives from 20 of 101 SCCEs (20%) and eight of 14 DCEs (57%) were dichotomized into "Benefits and What Worked Well" and "Challenges and What Did Not Work Well." Perspectives were unique to participant roles, with partners valuing "centralization" and Programs "process."

Discussion and conclusions: Lessons gleaned from the PT-CEPP paradigm shift to a CCN-centralized model may optimize processes and improve sustainability with future iterations.

推进合作临床教育安置过程的新模式:联盟核心网络。
背景和目的:2014 年临床教育(CE)峰会和随后的学术工作促使人们开发合作、互利、创新的流程,以缓解 CE 面临的挑战和效率低下的问题。当代实践提倡物理治疗师(PT)学术项目(Programs)与临床合作伙伴(Partners)之间开展合作,为利益相关者创造一个互惠互利的可持续实习过程。本文旨在介绍俄亥俄州肯塔基州理疗教育者联盟(Consortium of Physical Therapy Educators,CCN)联盟核心网络(CCN)集中式理疗师培训安置流程(PT-CEPP)模式的设计与实施,并分享参与者的经验观点:联盟建立了代表利益相关者的核心网络和指导委员会,并在教育管理平台 Exxat 中设计了一个新颖的 5 阶段集中式 PT-CEPP 模式。这些阶段包括申请、提供、安置、重新分配以及确认和发布。为了解参与者的观点,我们发布了一项实施后 Qualtrics 调查。本文(第 1 部分)对开放文本调查回复进行了汇编、审核和主题分析,并对其进行了介绍。对 CCN PT-CEPP 的定量分析结果将在后续文章(第 2 部分)中介绍:CCN的参与者包括受邀合作伙伴(n=101/364;28%)和计划(n=14/14;100%)。在 PT-CEPP 初步实施期间,有 1,005 个项目提供了 549 个 CE 职位。101 名 SCCE 中的 20 名(20%)和 14 名 DCE 中的 8 名(57%)参与者的观点被分为 "优点和效果好的地方 "和 "挑战和效果不好的地方"。参与者角色的观点各不相同,合作伙伴重视 "集中化",而计划则重视 "过程":从PT-CEPP模式转变为CCN集中模式中总结出的经验可以优化流程,提高未来迭代的可持续性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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