Mentoring the Advanced Practitioner in Physical Therapy
Presented by Eric Robertson and Carol Courtney
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Non-Financial: Carol Courtney and Eric Robertson have no competing non-financial interests or relationships with regard to the content presented in this course.
This course will explore methods to promote clinical reasoning and the inclusion of research evidence into clinical practice. Distinctions between serving as a clinical instructor, mentor, or life coach will be discussed. This course will discuss how orthopedic manual physical therapy (OMPT) mentorship incorporates both the scope and dimensions of the International Federation of Orthopaedic Manipulative Physical Therapists (IFOMPT) into the mentoring process. Both theoretical and practical aspects of how to encourage advanced diagnostic reasoning, clinical reasoning, and the transition from novice to expert will be deliberated.
Meet your instructors
Eric Robertson
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…
Carol Courtney
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.…
Chapters & learning objectives
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.