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presented by Carol Courtney, PT, PhD, ATC, FAAOMPT and Eric Robertson, PT, DPT, OCS, FAAOMPT
Financial: Carol Courtney and Eric Robertson receive compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Carol Courtney and Eric Robertson have no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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Carol Courtney, PT, PhD, ATC, FAAOMPT
Carol A. Courtney, PT, PhD, ATC, is a professor at the Northwestern University in Chicago, Illinois. She received a Bachelor of Science in Physical Therapy from Washington University in St. Louis, a Master of Science from the University of South Australia and Louisiana State University, and a PhD from the University of Miami. Dr. Courtney…
Read full bioEric Robertson, PT, DPT, OCS, FAAOMPT
Eric Robertson, PT, DPT, MFA, is associate professor at the University of Utah in Salt Lake City, UT, and associate professor of Clinical Physical Therapy at the University of Southern California, in Los Angeles, CA. Previously he served as Director of Graduate Physical Therapy Education for Kaiser Permanente Northern California and assistant professor of physical…
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1. Conversation About Mentoring
This section will include a discussion of the qualities of a good mentor. These attributes include advanced knowledge and clinical reasoning skills, good verbal and written communication skills, and a deep understanding of the curriculum and educational learning processes. An understanding of the steps of skill acquisition and appropriate delivery of feedback are also key components of the mentoring process. Student factors that can influence the mentoring process will also be discussed.
2. Mentoring Defined
This section will discuss the various approaches of providing feedback from the perspective of clinical instructor, mentor, or life coach. In addition, techniques to facilitate the interaction between biomedical science and clinical science knowledge base will be considered. Finally, the difference between promoting advanced clinical decision-making and evidence-based practice will be deliberated.
3. Addressing Cognitive Errors During Mentoring
Advanced clinical reasoning involves dual cognitive processing. This section will discuss the clinical reasoning cognitive processes and the typical decision-making errors that occur during clinical practice. A discussion of how the mentor can promote these processes and prevent errors will be considered.
4. Encouragement of Clinical Reasoning
This section will compare and contrast the various types of tools used to promote clinical reasoning, including formative clinical reasoning tools, clinical reflection tools, and the IFOMPT standards document. The importance of mentor interaction will be discussed when mentoring homework is assigned.
5. Simulated Mentoring Scenarios
This section will provide five simulated mentoring scenarios that will demonstrate a) narrative reasoning, b) hypothesis generation using the hypothesis categories, c) provision of feedback after clinical reasoning error of premature closure, d) appropriate provision of feedback during session, and e) facilitation of proper handling. A discussion of these scenarios will follow.
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