Welcome to ASAHP Clinical Education Task Force’s (CETF) Evidence-based benefits of clinical education. You can view the articles for each area below. If you have any questions, please contact the CETF at cetf@asahp.org.

Students Add Value!

Students can take detailed patient histories, serve as patient navigators, work on QI projects, and do other daily tasks. The KEY is to align student activities with facility needs.

  • Bentley, S. A., Trevaskis, J. E., Woods, C. A., Guest, D., & Watt, K. G. (2018).Impact of supervised student optometry consultations on the patient experience. Clinical & experimental optometry, 101 (2), 288-296.
    https://doi.org/10.1111/cx0.12633

    Chia, R. X., Gomersall, S. R., Fooken, J., Birch, S., Dinsdale, A., Dunwoodie, R.,
    8 Forbes, R. (2022). Physiotherapy student clinical placements in Australian private practice: Patient-reported outcomes with supervised student care. Physiotherapy research international : the journal for researchers and clinicians in physical therapy, 27 (1), e1929. https://doi.org/10.1002/pri.1929

    Forbes, D. R., & Nolan, D. (2018). Factors associated with patient-satisfaction in student-led physiotherapy clinics: A qualitative study. Physiotherapy theory and practice, 34 (9), 705-713.
    https://doi.org/10.1080/09593985.2018.1423592

    Forbes, R., Dinsdale, A., Brauer, S. G., Dunwoodie, R., Fooken, J., Khanna, D., & Birch, S. (2021). Hosting pre-registration physiotherapy students in Australian private practices does not change service and economic outcomes; an economic analysis. Musculoskeletal science & practice, 52, 102318.
    https://doi.org/10.1016/j.msksp.2021.102318

    Gonzalo, J. D., Dekhtyar, M., Hawkins, R. E., & Wolpaw, D. R. (2017). How Can Medical Students Add Value? Identifying Roles, Barriers, and Strategies to Advance the Value of Undergraduate Medical Education to Patient Care and the Health System. Academic medicine: journal of the Association of American Medical Colleges, 92 (9), 1294-1301.
    https://doi.org/10.1097/ACM.0000000000001662

    Long, N., Wolpaw, D. R., Boothe, D., Caldwell, C., Dillon, P., Gottshall, L.,
    Koetter, P., Pooshpas, P., Wolpaw, T., & Gonzalo, J. D. (2020). Contributions of Health Professions Students to Health System Needs During the COVID-
    19 Pandemic: Potential Strategies and Process for U.S. Medical Schools. Academic medicine: journal of the Association of American Medical Colleges, 95 (11), 1679-1686.
    https://doi.org/10.1097/ACM.0000000000003611

Productivity

Evidence shows that productivity is not impacted, or even increases in some settings when students are involved! The KEY is to find a balance between clinical activities and education.

  • Coleman, J., Knott, K., & Jung, B. (2021). Impact of physical therapy and occupational therapy student placements on supervisor productivity: a scoping review. Canadian medical education journal, 12 (4), 98-110.
    https://doi.org/10.36834/cmej.69298

    Pivko, S. E., Abbruzzese, L. D., Duttaroy, P., Hansen, R. L., & Ryans, K. (2016).
    Effect of Physical Therapy Students' Clinical Experiences on Clinician
    Productivity. Journal of allied health, 45 (1), 33-40.

    Stoikov, S., Gooding, M., Shardlow, K., Maxwell, L., Butler, J., & Kuys, S. (2021).
    A collaborative clinical placement model for physiotherapy students results in equivalent (or greater) direct patient care activity than that delivered by physiotherapists alone: an observational study. Physiotherapy theory and practice, 1-9. Advance online publication.
    https://doi.org/10.1080/09593985.2021.1999357

    Apke, T. L., Whalen, M., & Buford, J. (2020). Effects of Student Physical Therapists on Clinical Instructor Productivity Across Settings in an Academic Medical Center. Physical therapy, 100 (2), 209-216.
    https://doi.org/10.1093/ptj/pzz148

    Ozelie, R., Janow, J., Kreutz, C., Mulry, M. K., & Penkala, A. (2015). Supervision of Occupational Therapy Level II Fieldwork Students: Impact on and Predictors of Clinician Productivity. The American journal of occupational therapy: official publication of the American Occupational Therapy Association, 69 (1), 6901260010p1-6901260010p7.
    https://doi.org/10.5014/ajot.2015.013532

Preceptor Perception

BOTH the student and the preceptor benefit. Clinicians who supervise students feel more positive about their own knowledge. The KEY is to provide for adequate preceptor training.

  • Aljadi, S. H., Alotaibi, N. M., Alrowayeh, H. N., & Alshatti, T. A. (2017). Benefits and Challenges of Supervising Physical Therapy Students in the State of Kuwait: A National Study. Journal of allied health, 46 (4), 243-249.

    Russell, K., Alliex, S., & Gluyas, H. (2017). The Influence of the Art of Clinical Supervision Program on Nurses' Knowledge and Attitude About Working With Students. Journal for nurses in professional development, 33 (6),
    307-315. https://doi.org/10.1097/NND.0000000000000400

    Hall, M., Poth, C., Manns, P., & Beaupre, L. (2016). An Exploration of Canadian Physiotherapists' Decisions about Whether to Supervise Physiotherapy Students: Results from a National Survey. Physiotherapy Canada.
    Physiotherapie Canada, 68 (2), 141-148. https://doi.org/10.3138/ptc.2014-
    88E

    Short, N., Sample, S., Murphy, M., Austin, B., & Glass, J. (2018). Barriers and Solutions to Fieldwork Education in Hand Therapy. Journal of hand therapy : official journal of the American Society of Hand Therapists, 31 (3), 308-314. https://doi.org/10.1016/j.jht.2017.05.013

    Bartle, E. K., & McGowan, K. M. (2021). Clinical supervisors' reflections on their role, training needs and overall experience as dental educators. European journal of dental education: official journal of the Association for Dental Education in Europe, 25 (2), 282-290.

    Gildon, B., Baldwin, J., Bagley, J. E., White, R., Mangrum, M., & Anderson, S.
    (2018). Effects of Continuing Education Incentives on Clinical
    Instructors. Radiologic technology, 90 (2), 112-123.

    Rodger, K. S., & Juckes, K. L. (2021). Managing at risk nursing students: The clinical instructor experience. Nurse education today, 105, 105036.
    https://doi.org/10.1016/j.nedt.2021.105036

    Varland, J., Cardell, E., Koski, J., & McFadden, M. (2017). Factors Influencing Occupational Therapists' Decision to Supervise Fieldwork Students. Occupational therapy in health care, 31 (3), 238-254.
    https://doi.org/10.1080/07380577.2017.1328631

    Bourne, E., Short, K., Kenny, B., & McAllister, L. (2021). Clinical educators can supervise students without increased stress: a study of interacting factors using insights from complexity theory. Advances in health sciences education theory and practice, 10.1007/10459-021-10075-6. Advance online publication. https://doi.org/10.1007/s10459-021-10075-6

    Ozelie, R., Hansen, P., Liguzinski, J., Saylor, A., & Woodcock, E. (2018).
    Occupational Therapy Level II Fieldwork Impact on Clinicians: A Preliminary
    Time Study. Occupational therapy in health care , 32 (1), 61-71.
    https://doi.org/10.1080/07380577.2017.1421800

Patient Perception

Patients believe that students are an important part of the care team. The KEY is to emphasize good communication from the preceptor about the student's role and how they fit in.

  • Bentley, S. A., Trevaskis, J. E., Woods, C. A., Guest, D., & Watt, K. G. (2018). Impact of supervised student optometry consultations on the patient experience. Clinical & experimental optometry, 101(2), 288–296. https://doi.org/10.1111/cxo.12633

    Chia, R. X., Gomersall, S. R., Fooken, J., Birch, S., Dinsdale, A., Dunwoodie, R., & Forbes, R. (2022). Physiotherapy student clinical placements in Australian private practice: Patient-reported outcomes with supervised student care. Physiotherapy research international : the journal for researchers and clinicians in physical therapy, 27(1), e1929. https://doi.org/10.1002/pri.1929

    Forbes, D. R., & Nolan, D. (2018). Factors associated with patient-satisfaction in student-led physiotherapy clinics: A qualitative study. Physiotherapy theory and practice, 34(9), 705–713. https://doi.org/10.1080/09593985.2018.1423592

    Jakobsen, F., Glassou, E. N., Kirkeby, L., & Hansen, T. B. (2021). Patients' experiences of being treated by an interprofessional student team compared with uniprofessional treatment by residents supported by nurses: a case study. Journal of interprofessional care, 35(4), 546–551. https://doi.org/10.1080/13561820.2020.1763276

    Forbes R. (2020). Service dissatisfaction and non-attendance in physiotherapy student-led clinics: a qualitative study. Physiotherapy theory and practice, 36(12), 1390–1398. https://doi.org/10.1080/09593985.2019.1570576