Training health care providers to be educators

Abstract

Background: Students in the allied health field who have a positive clinical education experience often accept employment opportunities offered by their clinical site. Most allied health professionals are not trained to be educators. Professional development in the area of teaching could assist the professional to be a more effective teacher and therefore improve the clinical experience.

Purpose: This study examined the professional development needs of clinical supervisors for a state university as they relate to being educators.

Methods: A survey was mailed to 520 clinical supervisors from an allied health program in a state university in Illinois. The survey addressed the clinical instructors'/preceptors' confidence level in their teaching skills and their interest in attending training on teaching strategies.

Findings: Results revealed that clinical supervisors in rural areas are less confident in their clinical teaching skills but are more confident in their ability to practice evidence-care based care and to work with their community compared with their urban and suburban counterparts. Respondents were also interested in a workshop or having access to a Web site on effective clinical teaching strategies.

Conclusions: Clinical supervisors have a need and interest in improving their teaching skills. Improving clinical teaching skills could be addressed by providing a continuing education workshop and/or developing an academic Web site on effective teaching strategies.