PT 589 Clinical Internship III
School of Physical Therapy and Rehabilitation Science
University of Montana
Course Descriptions: PT 589 is the second of three full-time internships. Students are typically placed in an area of practice that provides a different experience than what they had in PT 587.
Instructor: Jennifer Bell, PT, ScD, COMT, Associate Director of Clinical Education (ADCE)
- 406-243-6827 (office)
- 406-546-4850 (mobile)
Credits: 5
Schedule: Students must compete 320 hours where assigned, typically over an eight (8) week period. Students are advised to determine their exact schedule with the CCCE and CI(s). Students often match the schedule of their clinical instructor. Students must be prepared to adapt to changing schedules. If scheduling conflicts arise, the ADCE will assist in determining an appropriate schedule. Students have two (2) days excused absence. See student handbook for more information. Time spent in appropriate learning activities, such as shadowing other types of providers, doing clinic administrative work, etc., can count as hours.
Course pre-requisites: To enroll students must have successfully completed PT 582, PT 587, one integrated clinical experience and all second year coursework unless otherwise permitted.
Teaching Methods and Learning Activities: Students will be assigned a primary Clinical Instructor. Students may work with other clinical instructors on a formal and/or informal basis also. Students typically will learn primarily through observation of and discussion with their CI early in the clinical internship. It is expected that students attempt to engage in collaborative learning activities when other students are present. Students typically assume clinical responsibilities more quickly, progressing from the non-complex to more complex patients and tasks. As students progress, the level of direct supervision should also be adjusted downward and the amount of direction and correction is typically more infrequent. Responsibility and associated level of supervision should be related to the complexity of the task and/or patient, as well as other considerations (please see supervision guidelines in the PT student clinical education handbook). As the student engages in more complex learning activities, CI engagement should be adjusted upward. Students are expected to self-assess more accurately and make the necessary changes in performance than in earlier internships. Students are encouraged to use the weekly planning form and key patient care planning form.It is expected that students engage in on-going preparatory studies (homework) that are CI and/or self directed so they are ready to carry out assigned clinical responsibilities.
Required/Recommended readings: There are no required texts. Students should bring the appropriate course notes and texts that are relevant to their assigned practice setting and patient populations and use internet resources as applicable.
Course Grading: This course is a Credit/No Credit course unless otherwise arranged by the student prior to enrollment.The ADCE is the individual who assigns the final grade after evaluating written and verbal feedback provided by the CI and student and from any other individual with direct knowledge of the student’s performance with regard to the current clinical experience. The ADCE will also consider the entire record and performance of the student when determining the final grade. Please see the Student Handbook for more details.
The student will be automatically assessed for the need of either remedial action, an extended experience, and/or the awarding of a no-pass grade or the dismissal from the course if any of the following occurs at the final assessment, using the SAF-T:
- Receives a score from the CI less than the Level 3 range (anything more than 50%) for Global Rating (Item #1) - amount of monitoring, guidance and/or correction needed in general.
- Receives a score from the CI less than the Level 3 range (anything more than 50%) for any of the Competency Categories.
- Receives a final rating from the CI of “Strongly Disagree” or “Disagree” for the following question - In general, the student’s performance is appropriate for his/her level of education (Global Rating #4).
- Receive written or verbal comments from the CI or CCCE that reflect significant concerns the student is not performing at a level expected.
The CCCE and/or CI, in consultation with the ADCE, may dismiss a student from their clinical if the student exhibits unsafe or unprofessional behavior or is not prepared to meet expected standards.
Course Objectives: The student will:
- Supply to the Administrative Associate for Clinical Education proof of compliance of requirements for the assigned clinical site prior to the first day of the clinical experience.
- Supply to CCCE and copy to CI and DCE prior to finals week:
- Cover letter
- Student Information Form – found on Acadaware
- Pre-internship self-assessment – found on Acadaware
- As appropriate, proof of compliance of clinical site’s requirements (medical records, insurance, back ground check information, etc)
- Meet during the first day with the CI and/or CCCE for orientation and planning. Review and revise student goals as needed and clarify expectations, referring to the appropriate generic site objectives. The facility may have its own goals/expectations of the student. Review the SAF-T with CI.
- Within the first week, email or fax the Contact Information and Orientation form to the Administrative Associate for Clinical Education.
- To assist with SAF-T self-assessment and professional growth, maintain a clinic journal that should include:
- Description of patients seen
- Description of developing key skills and knowledge.
- Clinical Reasoning/Decision Making:
- Make notations regarding how you and your CI go about clinical decision making and problem solving. What works and what doesn’t seem to work. Utilize the Key Patient Care Plan as needed
- Clinical patterns for specific pathologies/diagnoses/problems.
- Note what knowledge assisted you with decision making
- Note what knowledge you need to acquire to improve your problem solving.
- Make note of cognitive errors and use of analysis and synthesis.
- Reflection on how you are progressing with your clinical internship.
- Plans, reminders, goals, etc to help stay organized.
- Use Weekly Learning Plan document or other appropriate form throughout internship to track your goals and communicate with CI.
- Use the “Key Pt Care Plan” for clinical decision making at least once.
- Identify a patient case and complete a Case Report Summary Form and other case study activities. Be in compliance with applicable laws and policies associated with patient protected health information.
- At mid-term:
- Complete a mid-term SAF-T self-assessment independently.
- Compare your self-assessment with your CI’s SAF-T assessment. Be open to constructive feedback. Make sure you and your CI SIGN OFF on these SAF-T assessments at mid-term.
- Email a copy of your SAF-T self-assessment and ensure the CI emails their SAF-T assessment to the ADCE.
- Revise your behavioral objectives for the second half of the internship with CI’s input.
- Complete and discuss with your CI the Acadaware mid-term assessment of your experience, providing constructive feedback on teaching, supervision, etc.
- At end of Clinical Internship:
- Complete a final SAF-T self-assessment independently and share it with the CI.
- Review and discuss the final SAF-T assessment done by the CI.Ensure that both of you sign off on the SAF-T.
- Email a copy of your SAF-T self-assessment and ensure the CI emails their SAF-T assessment to the ADCE.
- Complete a Clinical Experience and Instruction Form found on Acadaware and share it with the CI.
- At the end of the Clinical Internship the SAF-T goals are:
- Student achieves a score of Level 3 or higher in the CI assessment.
- Student demonstrates performance appropriate for his or her level of education per CI rating of global rating #4.
- Received written or verbal comments from the CI or CCCE that reflect that the student has made appropriate progress and is performing at the expected level.