Department of Physical Therapy & Rehabilitation Science

Doctor of Physical Therapy

Clinical Education Handbook

Revised July 2013 http://pt.umaryland.edu/clinical_education.asp

Clinical Education Team

CONTACT INFORMATION
Department of Physical Therapy & Rehabilitation Science 100 Penn Street, Suite 315 Baltimore, MD 21201 410-706-5200 phone 410-706-5221 fax

ptrsclined@som.umaryland.edu
_________________________________________________________________________________________

Director of Clinical Education

E. Anne Reicherter, PT, DPT, PhD, OCS, CHES

ereicherter@som.umaryland.edu 410-706-8410 Administrative Clinical Education Coordinator

Deidra Stevens
djstevens@som.umaryland.edu 410-706-2163 Administrative Clinical Education Assistant

Jen Fried
jfried@som.umaryland.edu 410-706-5200
_____________________________________________________________________________

University of Maryland School of Medicine, Dept. of Physical Therapy & Rehabilitation Science (PTRS) DPT Program Student Handbook and Resources http://pt.umaryland.edu/current_edpt.asp American Physical Therapy Association (APTA)
http://www.apta.org/Educators/ http://aptaeducation.org/ APTA Education Section http://www.capteonline.org/home.aspx Commission on Accreditation of Physical Therapist Education

TABLE OF CONTENTS

Section I. Introduction to Clinical Education

Purpose, Philosophy, Revision Policy

Page(s)

4
4

General Overview of Clinical Education Experiences

II. PTRS Academic Curricular Overview & Block Descriptions

General Educational Objectives, Academic Curriculum Overview DPT Block Descriptions

6
7 8

III. Roles and Responsibilities

DCE and Clinical Education Team Clinical Faculty (CCCEs & CIs) Students Communication, Educational Conflicts

13
13 13 14 15

IV. Clinical Education Policies and Procedures

Clinical Site Selection / Assignment Housing, Transportation, Dress Policy, Working Hours Injuries, Illness, Family Emergency, Professional Liability Insurance Health Status, Confidentiality, CPR Certification Documentation, Required Equipment, FERPA Communications, ADA, Sexual Harassment, Counseling Center

16
16 18 19 20 21 22

V. General Grading Policies

Clinical Performance, Assignments Ethics and Professional Behavior Academic Notice Grievance/Copyright

24
25 26 27 28

VI. Clinical Education Curriculum Evaluation Process

Summative & Formative, Clinical Sites/CIs

29
29

Section I: Introduction to Clinical Education

Purpose of the Clinical Education Handbook
This handbook is designed to guide the physical therapy student, the Center Coordinator of Clinical Education (CCCE), and the Clinical Instructor (CI) through the clinical education curriculum of University of Maryland School of Medicine (UMSOM) Department of Physical Therapy and Rehabilitation Sciences (PTRS) Doctor of Physical Therapy (DPT) curriculum. It is the intent of this handbook to improve communication and clarify expectations between PTRS, clinical sites, and the students regarding policies and procedures surrounding clinical affiliations, and to improve the efficiency and ongoing function of PTRS clinical education program. The handbook, however, does not replace the necessary communication between the clinical sites and the PTRS that should occur on a regular basis to provide ongoing feedback regarding the status of the clinical and academic programs, respectively. Both the student and the clinical facility should have a copy of this handbook. It is recommended that the handbook be read prior to the students arrival at the clinical site, and be utilized as a reference during the clinical internship courses.

Revision Policy
PTRS reserves the right to update and revise this handbook. It is the responsibility of the student to check for the most current version. Students must adhere to any revisions made to the policies and regulations made in the Clinical Education Handbook. The revision date will be posted on the Blackboard site. Students are encouraged to reread this Handbook on at least a yearly basis to familiarize themselves with the stated policies and any potential changes.

Philosophy of Clinical Education

In the clinical education curriculum, the student is afforded the opportunity to apply didactic knowledge, develop professional behaviors, and practice hands-on skills. This aspect of the educational experience is essential since these learning experiences are difficult to duplicate within the academic environment, yet absolutely necessary in developing the practice of physical therapy. It is only within the clinical setting that the higher levels of integration and application of knowledge, skills, and values may be accomplished. The general emphasis of the clinical education curriculum, in keeping with the programs educational philosophy, is to cultivate a level of clinical competence necessary to ensure that all program graduates are generalists in the field, able to restore physical function and performance, prevent physical injury and disease, promote wellness, and to advance rehabilitation science. Therefore, clinical education will occur in clinically and geographically diverse settings to afford the student opportunities to experience an interdisciplinary team approach within inpatient and outpatient sites, private practice settings, and specialty practice situations.
4

General Overview of the Clinical Experiences

The clinical education curriculum of the DPT program consists of part-time affiliations and full-time internships. Part-time Affiliations: Part-time affiliations occur in Year Two of the program. The main purpose of the part-time affiliations is to introduce students to the clinical environment and to development clinical and professional skills. The part-time affiliations are completed in Fall and Spring semesters. They include clinical patient care, under the supervision of a clinical instructor and a Professional Practice Opportunity (PPO) assignment. A Clinical Skills Assessment Report will be utilized and graded using a Pass/Fail methodology. Full-time Internships: Student will complete three full-time internships for a total of 34 weeks in Year Three of the DPT program. Upon completion of the clinical education curriculum, the student will have completed full-time experiences working with patients in each of the following areas: medically complex, rehabilitation, and community-based settings. (* Due to patient type, some internships may be classified as a combination of the above). All students must complete a minimum of one internship non-locally. ** However, due to volatility of clinic availability, to ensure on-time matriculation, it may be necessary for student to complete > 1 non-local internship.

Definitions of Clinical Site Requirements

1. Medically Complex o Recent or ongoing medical condition with additional >1 chronic dxs (requiring frequent monitoring of physiological stability) o Examples Acute-care hospital Skilled Nursing Transitional Care Unit (TCU) Home care (recent acute DC, hospice) Rehabilitation o Patients with more stable individual or multiple diagnoses seen for more intensive/ long-term rehabilitation o Examples: Hospital (inpatient rehab) Out-patient rehab facility Short term nursing facility (SNF) Long-term care unit (LCU) Home care

2.

3. Community-Based o Patients/clients are functioning high level in community o Examples: Outpatient facility School system Work hardening Sports/training Hand clinic

Section II:
PTRS - DPT Academic Curricular Overview And Block Descriptions
PTRS General Educational Objectives: for Academic & Clinical Curricula (As taken from PTRS Student Handbook) The general educational curricular goals of the DPT program were developed to conform to and advance the teaching and service missions of UMB. The broad goals of the DPT program are to graduate generalist clinicians who are skillfully able to: Function as an independent point-of-entry provider of physical habilitation and rehabilitation. Effectively examine, evaluate, diagnose, and provide appropriate interventions for primary, secondary, and tertiary physical impairments, functional limitations, and disabilities. Practice in a variety of clinical settings. Provide guidance and interventions to promote wellness and prevention and to enhance physical performance of persons in the community. Effectively communicate orally and in writing with patients/families, colleagues, other health care workers and the general public. Effectively manage physical therapy services, administration, marketing strategies, and fis cal responsibilities for their practice setting. Initiate a plan of life-long learning.
6

 Participate as professional and civic leaders to advance the profession of physical therapy.

PTRS Academic Curriculum Overview (As taken from PTRS Student Handbook) The Doctor of Physical Therapy is a 3-year curriculum beginning in the summer session. The curriculum is integrated through the use of blocked courses, multidisciplinary team teaching, and integrated patient content. In addition to the block format, course blocks are integrated by a series of threads inclusive of lifespan orientation, appropriate documentation, critical thinking, clinical-patient relevance, professional interaction, giving / receiving of feedback as well as individual and cultural differences. The specific course content is determined by, 1) the goals and threads of the curricular plan, 2) feedback from clinicians and students, 3) The Guide to Physical Therapist Practice, Volumes I and II and, 4) current literature on physical therapy teaching and practice. The threads in the curricular plan appear throughout the curriculum and are evident in behavioral objectives of the blocks. The first year begins with a systems-oriented approach to foundational sciences and is followed by instruction of clinically relevant, system-specific and age-appropriate examination and intervention skills. There are also two blocks of Professional Issues, integration opportunities to highlight clinical relevance and critical thinking, Seminars for Evidence-Based Practice and the first block of information relative to Medical Issues. The second year encompasses the second block of Medical Issues along with two blocks each of focused instruction on Management of Musculoskeletal and Neuromuscular Disorders. Further, there is exposure to underserved patient populations, an additional block of Professional Issues, Seminars for Evidence-Based Practice. Woven throughout this year are Integration Labs for Independent Practice, heightened patient exposure and clinical site visits to facilitate synthesis of all information presented thus far in the curriculum. Students prior to entering the third academic year must successfully pass summary competencies. Year three is dedicated to 34 weeks of practical experience in a variety of clinical settings. The 34 weeks are subdivided into three separate clinical internships. These opportunities are back-loaded in the curriculum to enable the student to possess all needed skills to examine, evaluate, diagnose and intervene appropriately for primary, secondary and tertiary physical impairments, functional limitations and disabilities.
Year One: Summer Basic Sciences I Professional Issues I Fall Basic Sciences II Spring Basic Sciences III Professional Issues II Management of Medical Issues I Year Two: Summer Management of Medical Issues II Rural Health Care Delivery or Under served Population Project Fall Musculoskeletal I Neuromuscular I Part-time Affiliation I Spring Musculoskeletal II Neuromuscular II Professional Issues III Part-time Affiliation II Competency Preparation and Exam Year Three: Summer Internship I (11.5 weeks) Fall Internship II (11.5 weeks) Spring Internship III (11.5 weeks)

Entry DPT Block Descriptions (As taken from PTRS Student Handbook)

Year 1
DPTE 511 (9SHC): Basic Sciences I (8 weeks) Provides a study of the morphology of the human body including the macro-anatomy (gross anatomy), microanatomy (histology) of the basic tissues, and provides an introduction into the mechanisms of diseases. It includes the study of the bones, ligaments, muscles, nerves, blood vessels, and their associated organs. Emphasis is placed on the musculoskeletal and neuromuscular systems. Consideration is given to clinical entities, by including imaging and clinical cases. Formal lectures, laboratory experiences (including cadaver dissections, observation of radiographs, and microscopy sessions) are supplemented by required reading, CD-ROM material and web-based resources. DPTE 512 (3SHC): Professional Issues I Professional Issues Block 1 will be focused on the orientation of the student to the Department of Physical Therapy and the American Physical Therapy Association policies and procedures. This orientation is designed to insure student compliance with all departmental, university, and professional regulations and guidelines for conduct. As such, the student will be completing many of the administrative tasks necessary for enrollment as a full time student. Lecture and discussion of the Maryland Physical Therapy Practice Act and self directed exercises on the Guide to Physical Therapy Practice will provide the opportunity for the student to examine the ethical and professional issues surrounding physical therapy practice and conduct as a student in this program. Extemporaneous speaking and computer laboratory sessions with PowerPoint software will give the student the skills to prepare and give professional presentations that can contribute to body of physical therapy knowledge. DPTE 513 (15SHC): Basic Sciences II Basic Sciences Block 2 (15 weeks) provides an integrated systems-oriented approach to the morphological and developmental organization of the human body. Integrated study of neuroanatomy, embryology, histology, physiology, pathology and pharmacology is employed in this block to prepare students for the rest of the professional curriculum. Formal lectures, laboratory experiences, and clinical correlation conferences, supplemented by required readings are used to help students gain mastery of the essential concepts of these foundational sciences. Each of the bodys major organ systems will be studied beginning with structural and functional aspects of individual cell types and progressing to tissue and systems levels. Basic pathology, pathophysiology, and system-related pharmacology are addressed before moving to each new subject area. The interdependence of structure and function of tissues and organs is emphasized throughout the lifespan. The block faculty includes basic and clinical scientists as well as physical therapy clinicians. DPTE 514 (12SHC): Basic Sciences III This block will integrate and consolidate the foundations of movement sciences and biophysical sciences pertaining to human and function across the life span. It will likewise serve as an interface between the previous basic science blocks and the clinical sciences blocks. Students will acquire knowledge in the application of biomechanical and pathomechanical correlates and motor behavior theories to the analyses of movements in health and pathology and use this knowledge to develop basic screening, evaluation, assessment and reporting the findings of the studied evaluation measures and intervention outcomes. The student will learn to describe, operate and apply skillfully various therapeutic technologies used in habilitation and rehabilitation of patients with musculoskeletal, neuromuscular, cardio-pulmonary, vascular and integument deficits. Instruction will foster critical thinking and an evidence-based approach to problem solving skills necessary for developing effective and efficient independent clinicians. Lectures, laboratory activities, numerous case presentations and problem-based learning will be used in this block. Successful mastery of the material presented in the block will be measured through performance on written and practical examinations.
8

DPTE 515 (2SHC): Professional Issues 2 The second Professional Issues block will prepare the student to communicate and appropriately interact with other health care providers, third party payers, patients, clients, and their families. Educational experiences will include panel discussions with professionals in rural, community, teaching, and research settings. A visit to the APTA headquarters is scheduled to demonstrate the role of the national organization in physical therapy legislation and practice. Extensive exercises in documentation and ethics will provide student with a foundation to communicate clinical decisions and conduct themselves professionally to other health care professionals, patients, clients, and caregivers. DPTE 516 (6SHC): Medical Issues 1 This block will provide the student with knowledge of common medical and surgical conditions presenting throughout the lifespan. The hospital clinical practice setting will serve as the introductory benchmark for instruction and will highlight, compare and contrast the variety of settings reflective of patient acuity emergency room, intensive care unit, transitional care unit and general medical/surgical units. Instruction will then be elaborated beyond the hospital setting to foster the critical thinking and clinical problem solving skills necessary for effective and efficient functioning in the role of primary clinical care provider in both inpatient and outpatient settings. Lectures, laboratory exercises, clinical visits and independent learning modules will assist students in demonstrating the clinical relevance of information obtained via analysis of laboratory and medical/surgical data, patient comorbidities/ risk factors, resource availability and information gained through interdisciplinary professional interactions. The block outcome will be the demonstration of competency and proficiency in prioritizing, executing and modifying safe and evidence supported examinations and interventions.

Year 2
DPTE 521 (6SHC): Medical Issues 2 This block will provide the student with an integrated framework of the interplay of vascular function/integrity upon integumentary hygiene and the maintenance of a viable limb. Through directed instruction, students will learn varied techniques of vascular and integumentary examination to discern pathologic etiologies to enable directed and efficacious therapeutic interventions. Clinical wound management practices will be outlined for multiple types of open wounds, burns and common dermatologic disorders. A significant portion of this block will also be dedicated to the comprehensive understanding of the etiology and management of congenital, traumatic and acquired pathological amputations. Lectures, laboratory exercises, clinical visits and independent learning modules will assist students in demonstrating appropriate decision- making and clinical relevance of presented information. This block will encompass age- appropriate and setting-specific principles of prevention, examination, thoughtful analysis and outcome-based interventions. Appropriate documentation strategies will also be highlighted, discussed and practiced. DPTE 522 (7SHC): Musculoskeletal 1 The material presented in Musculoskeletal Block 1 addresses orthopedic injuries and diseases of the upper and lower extremities. Learning experiences will include lectures, laboratory sessions, real and simulated patient cases, in addition to small group discussions that focus on clinically relevant examination and management techniques of persons throughout the lifespan. Upon completing this block, the student should be able to critically examine, communicate, and effectively document the information gathered during the initial examination, as well as, appropriately manage persons with orthopedic injuries and diseases. Weekly laboratory and seminar sessions will assist the student to understand the evidence supporting the concepts presented during the block and integrate these concepts into independent practice.

DPTE 523 (1SHC): Part-time Affiliation 1 Part-time affiliations associated with Neuromuscular I and Musculoskeletal I blocks will introduce students to the clinical environment in order to practice their clinical skills under direct supervision of a clinical instructor. The students will be afforded the opportunity to apply didactic knowledge, develop professional behaviors, and practice hand -on skills. DPTE 525 (7SHC): Musculoskeletal 2 The material presented in Musculoskeletal Block 2 addresses orthopedic injuries and diseases affecting the spine, sacroiliac joints and hip. Learning experiences will be based on lectures, laboratory sessions, real and simulated patient cases, as a well as from small group discussions that focus on clinically relevant examination and management of persons throughout the lifespan. Upon completing this block the student should be able to critically examine, communicate, and document the information gathered during the initial examination and appropriately manage persons with orthopedic injuries and diseases. The design of the block incorporates suggestions from the Guide to Physical Therapist Practice. Weekly laboratory and seminar sessions will assist the student to understand the evidence supporting the concepts presented during the block and to integrate these concepts into independent practice. DPTE 524 (7SHC): Neuromuscular 1 This block will cover advanced study of neurological disorders of the central, sympathetic, and peripheral nervous systems across the lifespan. The emphasis will be on problem - solving and integrating the examination skills and intervention skills covered in previous courses to help students further develop their skills in establishing and executing a comprehensive plan of care for the neurological population. Students will be introduced to the identification and critique of evidenced to support clinical practice and the begin training in decision making to develop the skills necessary for independence practice for neurologic patient populations. DPTE 526 (1SHC): Part-time Affiliation 2 Part-time affiliations associated with Neuromuscular II and Musculoskeletal II blocks will place students in the clinical environment in order to practice their clinical skills under direct supervision of a clinical instructor. The students will be afforded the opportunity to apply didactic knowledge, develop professional behaviors, and practice hand -on skills. DPTE 527 (7SHC): Neuromuscular 2 This block will continue the advanced study of neurological disorders of the central, sympathetic and peripheral nervous system across the lifespan. The emphasis will be on problem-solving and integrating the examination and intervention skills covered in previous blocks to facilitate the development of competency in establishing and executing a comprehensive plan of care for the neurologic population. Concepts presented in Neuromuscular Block I will be built upon, especially the identification and critique of evidence to support practice and clinical decision making necessary to function as an independent practitioner. Students will have the opportunity to document and communicate their findings appropriately. Small group seminars will further skills in critique of evidence to support clinical practice. Students will receive additional training in decision making to develop the skills necessary for an independent practitioner. DPTE 528 (4SHC): Professional Issues 3 Professional Issues Block 3 will focus on how to manage, market, and act as a supervisor in a physical therapy practice. By the end of this block students should be able to understand topics including billing and reimbursement, applying and interviewing for a job, staff development, productivity, quality improvement, legal issues of physical therapy practice, and practice and program marketing. In addition, students should be able to apply these principles to their clinical decision making and professional interactions with other health care providers, third party payers, patients, clients, and their caregivers. Learning experiences will include guest lectures, mock interviews, billing cases, role
10

playing, and small group discussions. A block project will be assigned to simulate a marketing plan for a community based wellness program. This project will integrate concepts of wellness, communication, and use of web based technology addressed in previous blocks. DPTE 530 (1SHC): Clinical Qualifying Measures Clinical Qualifying Measures (CQM) is a multifaceted process wherein student professional growth, development and skill are assessed in a triangulated fashion. Students, peers, faculty and simulated patients provide data that is reviewed in composite to ascertain student readiness to proceed to the fulltime clinical internship phase of the curriculum. CQM curriculums include, but are not limited to: basic skills checks, portfolio reviews, simulated patient encounters and clinical documentation. Prior to the simulated patient encounter, students engage in active learning techniques to help synthesize and integrate information gained throughout the didactic phase of the curriculum. Emphasis is on clinical problem-solving, prioritization and use of evidence-based strategies.

Year 3
DPTE 545: Full Time Clinical Internship I [10 SHC] In this first in a series of three full-time internships, students are provided the opportunity to apply didactic knowledge, develop professional behaviors, and practice patient/client management in a clinical setting. Students will perform all aspects of the patient-client management model, including: examination, evaluation, diagnosis, prognosis, and plan-of-care, documentation, delegation, legal and financial issues related to physical therapist practice. The internship is 11.5 weeks in length [10 week clinical phase]. A one-week preparatory phase is utilized to prepare academically, clinically, and administratively for the clinical portion. Clinical hours are determined by the clinic and may vary between 35-50 hours per week. These hours may occur from Sunday through Saturday, including evenings and weekends. The Clinical Instructor [CI] and the student, at midterm and conclusion of the internship, use the APTA-developed web-Clinical Performance Instrument [webCPI] to provide formal written performance evaluations. In addition to clinical care, the student is required to attend an introductory on-campus orientation, complete the web-CPI certification training, and complete an online case report quiz. By the conclusion of the internship, the student will meet Entry-level standard for the first five Professional Practice criteria of the CPI and Advanced Intermediate standard for the Patient Management criteria and Professional Development criterion of the web-CPI. DPTE 546: Full Time Clinical Internship II [10 SHC] In this second full-time internship, students are provided the opportunity to continue to apply their didactic knowledge, develop professional behaviors, and practice patient/client management in another clinical setting. They will perform all aspects of the patient-client management model, as described in DPTE 545. The internship is 11.5 weeks in length [10 week clinical phase]. A one-week preparatory phase is utilized to prepare academically, clinically, and administratively for the clinical portion. Clinical hours are determined by the clinic and may vary between 35-50 hours per week. These hours may occur from Sunday through Saturday, including evenings and weekends. The CI and the student, at midterm and conclusion of the internship, use the webCPI to provide formal written performance evaluations. To successfully pass the block, the student must meet Entry-level standard for all the Professional Practice and Patient Management criteria of the web-CPI. In addition to clinical care, participation in Career Day / Clinical Education seminar held on UMB campus during preparatory week and completion of either a Case Report or Consultation Project assignment is required. DPTE 547: Full Time Clinical Internship III [10 SHC] In this third and final, full-time internship, students are provided the opportunity to continue to apply their didactic knowledge, develop professional behaviors, and practice patient/client management in another clinical setting. They will perform all aspects of the patient-client management model, as described in DPTE 545. The internship is 11.5 weeks in length [10 week clinical phase]. A one-week
11

preparatory phase is utilized to prepare academically, clinically, and administratively for the clinical portion. Clinical hours are determined by the clinic and may vary between 35-50 hours per week. These hours may occur from Sunday through Saturday, including evenings and weekends. The CI and the student, at midterm and conclusion of the internship, use the webCPI to provide formal written performance evaluations. To successfully pass the block, the student must meet Entry-level standard for all of the Professional Practice and Patient Management criteria. In addition to clinical care, completion of either a Case Report or a Consultation Project assignment and an on-campus Clinical Education conclusion session is required.

12

Section III:
Roles and Responsibilities
1) Academic Administrative a) Director of Clinical Education (DCE): The DCE is a physical therapist and a core UMSOM faculty member whose primary role is to develop, coordinate, administer, and evaluate the clinical education portion of the academic program. Refer to Appendix for complete DCE job description as developed by APTA. b) Administrative Clinical Education Coordinator: The coordinator is an employee of the UMSOM who is responsible for contacting clinical sites (both potential and established) to set up student placements in PT affiliations and FT internships. c) Administrative Clinical Education Assistant: The assistant is employee of UMSOM whose primary role is to assist the DCE and the Coordinator on a daily basis with variety of tasks. d) Student Coordinator of Clinical Education (SCCE) Established in 2012, a SCCE is elected by each class cohort. The roles and responsibilities of SCCE are to link the class and Clinical Education Department. If students have concerns about
something that is not private, it can be relayed to the SCCE and if it needs to be taken to Clin. Ed., further actions will occur. Examples include: concerns about issues brought up in class or on Bb

that may not be understood, or suggestions for clinical curriculum. 2) Clinical Faculty a) Center Coordinator of Clinical Education (CCCE): The CCCE is an employee of clinical site who is responsible for developing and coordination the clinical education program at the clinical facility. Refer to the Appendix for a detailed outline of roles and responsibilities, as designed by APTA. b) Clinical Instructor (CI): The CI is employed by the clinical site and is responsible for direct supervision of the physical therapy student in the clinical setting. Refer to the Appendix for a detailed outline of roles and responsibilities, as designed by the APTA. Self-Assessment for Clinical Educators PTRS expects that all clinical faculty are interested in developing skills in the areas of teaching, especially clinical teaching. Toward this end, the DCEs recommend that all clinical educators working with PTRS students perform a self-assessment at least semi-annually, in order to define areas for development. The APTA has published a self-assessment pertinent to the needs and responsibilities of both CCCEs and CIs in the physical therapy profession. This assessment may be found on APTAs website, under Education, Clinical subsection. Assistance in use of tool may be obtained from DCE. http://www.apta.org/Educators/Clinical/
13

Rights & Privileges of PTRS Clinical Faculty/Sites Input into academic program curriculum via CPI and Curriculum Day Clinical teaching resources (web-based iTunes or by DCE) Annual free CEU offering (Kendall lecture during PT Month) Research Day Day attendance (with free CEU) Low cost CI credentialing through the local Clinical Education consortium Low cost educational opportunities via PTRS Participation in the Clinical Education Advisory Group Access to PTRS faculty (DCEs) for assistance with facilitys program Attendance DPT classes, with prior approval Participation in Professional Practice Opportunities (Part-time Affiliations) Certificate of supervisory hours (for use by jurisdictional boards for continuing competence)

D. Role of Student Physical Therapist (SPT) in Clinical Education Setting Throughout the clinical education curriculum, student must assume many roles and corresponding responsibilities inherent in each. In assuming these responsibilities, the student will be held accountable for own actions at all times. Student is a representative of the University of Maryland School of Medicine (UMSOM), and is responsible to University, School of Medicine, Department of Physical Therapy and Rehabilitation Science, clinical Facility, CCCE/CI, and patient as follows: 1. 2. As a member of the University community, the student is a representative of the University, the School, and the Department, and their respective policies and regulations. By definition, the student is a member, although temporary, of the Facility in which he/she is receiving clinical education. As such, the student is responsible for abiding by all operational policies and regulations of the Facility and Department. Likewise, the student is a member of the Department in which has been assigned and should act in manner that demonstrates respect for administration and mission of the Facility. Although student may be considered a participant in Facility, student is not considered to be an employee of Facility. As member of physical therapy and health care communities, Student is expected to demonstrate attitudes and behaviors appropriate to persons responsible for delivery of quality health care according to Code of Ethics of APTA and state in which Facility is located. The Student is responsible to the patient to provide the best health care of which capable. The student must recognize that he/she is dealing with an individual who is being relied upon to provide physical therapy services with utmost compassion, respect and undivided concern. 4. As an adult learner and member of physical therapy profession, Student is responsible for identifying own didactic and clinical strengths and weaknesses, and assisting CCCE/CI in developing learning experiences to address areas of relative weakness. As a practicing professional, it may be necessary to seek assistance of someone with more experience. Lack of knowledge in a certain area indicates a need for further learning, and does not constitute an excuse to avoid or provide inadequate patient care. 5. It is Students responsibility to prepare for patient care and complete homework assignments in a timely fashion during internships. Students are advised to review educational resources in appropriate content areas prior to (during Prep Week) and during clinical experience. Reference materials relevant to assigned caseload may be available to you during internship. If, at any time during the clinical curriculum, the student finds that he/she cannot abide by the implied and/or explicit responsibilities discussed above, Student must seek counsel with one or more appropriate persons (CI, CCCE, or DCE). Bear in mind that at all times, Student will be held accountable for all actions or lack thereof.
14

3.

4.

Levels of Communication The DCE, CCCE, CI, and Student are to be in close alliance and communication in achieving the goals of creating an optimal learning experience and ultimately a competent practitioner. To meet these goals, all must communicate with one another in a meaningful and productive manner. Competencybased planning, which ensures that there is mutual agreement regarding educational objectives for the student, is one such means of communication, as it minimizes confusion and defines expectations. The DCE will be available for either a phone visit or site visit while a student is on a clinical internship. Purposes of these visits are to: 1) monitor clinical competence and progress of student, including clinical strengths and weaknesses. 2) gather information on clinical performance of student to assist in program evaluation. 3) monitor learning experiences provided by clinical facility to assist in evaluation of facility. 4) maintain regular communication between the University and the facility. Educational Conflicts It cannot be realistically expected that an internship will meet all the students needs all of the time. However, it should be expected that most needs, if responsibly expressed, would be met within the capabilities of the clinical facility. Imperative in this process is the concept of the Student as an active learner who shows initiative and responsibility in working with the CCCE/CI to mutually develop an appropriate clinical education experience. Therefore, it is the responsibility of Student to communicate professional needs, interests, and abilities with CI, and to take initiative in establishing learning objectives and experiences in conjunction with the CI. On occasion, CI and Student may have differing views of the abilities and learning needs of the student, or a problem in communication. If at any point during internship, Student has concerns regarding ability of CI or Clinical Site to meet his/her educational needs, it is Students responsibility to contact CCCE and DCE. Assistance in defining and solving problem should first be sought from CI. This applies even in those situations in which the problem is perceived as a personality conflict between CI and Student. At this time, Student and/or the CCCE should contact DCE. Real or imagined personality conflicts are often resolved with open communication between the two parties. If an honest attempt to resolve the problem directly with CI has failed, Student and DCE may approach the CCCE. Students and CIs/CCCEs should feel free to contact the DCE at any time during this process, and in fact, earlier is usually better. The DCE has the benefit of being an impartial third party who often has access to more information about both Student and Facility. By contacting the DCE early in the process, small problems may be solved, thus avoiding the creation of bigger problems.

15

Section IV:
Clinical Education Policies & Procedures
1. Clinical Site Selection/Assignment Process General Guidelines for Assignment of Internships Assignments are based on numerous factors, some of which are listed below and NOT necessarily in order of importance: Availability of facilities with contractual agreement with UMB. Consideration of the sequence and type of internship to provide the best possible clinical experiences for each and all of the students. While GPA is not a factor in assignments, please recognize that some facilities have greater expectations of performance and productivity. Some facilities require an interview. The DCEs try to keep apprised of these higher expectations and may choose to counsel some students on such expectations. Some alternate sites may be suggested which are more conductive to the individuals learning style and educational needs of individual students. Circumstances beyond the students control or foresight Block faculty input Clinical assignments are subject to change for various reasons, including changes in clinical staffing, suspension of student programming, and Facility closure. If a clinical site is cancelled, the student will be reassigned by the DCE. If Students ability to attend clinic is hampered, Student must notify Clinical Education office as soon as issue is identified. Part Time Affiliations Students submit preference form [see Forms]. Students names are randomized and students preference for site location or type of setting in one of four quadrants of the Baltimore-Washington region is taken into consideration. However, final placement is based on DCE decision. Every endeavor is made to procure one institutional and one community-based site. Full Time Internships Electronic requests for clinical site slots are completed by all clinical sites in the spring of 1st year of curriculum. Requests include the number of students and type of clinical internship that site able to provide for student. Clinical Education staff compiles results Students receive available sites list via Blackboard (Bb). Students may review information about the available clinical sites from the files located on Bb Clinical Education Office. These contain student site evaluation forms and the Clinical Site Information Form (CSIF).

16

Each student submits a form [see Forms] that includes: Special clinical interests, Potential conflicts of interest, Potential out-of-domain locations, Accommodations (ADA).
Student Submits Completed Site Determination Form (via Blackboard)
Based on following criteria: Geographic Locations For OOD Placement Specialty Areas of Interest Conflicts of Interest Wish List of Top Placements

Clinic Availability Forms sent to all clinics w/current contracts

Class is randomized for placement

Student will be matched with slots based on submitted criteria & DCE approval

Remaining slots will be filled on a rolling basis.

Combination of the following will be used for clinical site placement, numbered position from random generator, student list of preferences, input from academic faculty, student academic and professional performance. The DCE reserves right to adjust clinical site placement based on Facility and Student needs.
Once the DCE finalizes placement decisions, the results will be posted to Blackboard.

Students are randomized for site assignment for each internship.

If a student declines a confirmed site, the following will occur

(Due to need to begin site recruitment/confirmation process again)

o o

Student must complete Decline Form [See Forms]

ABILITY TO GRADUATE ON TIME CAN NOT BE GUARANTEED BY THE PROGRAM

Site recruitment, rescheduling and placement of students internship will ONLY occur after the remainder of class is scheduled, confirmed, and assured initiation of their internship assignments.

Immediately following posting of results, student names will be sent to clinical sites for confirmation of UMB slot availability. Communication regarding confirmations will be via updates to confirmation lists posted on Blackboard. If clinical environment or Students academic or professional performance changes, Students clinical assignment may be changed at discretion of DCE.

17

Conflict of Interest & Site Selection Students are not permitted to perform clinical experiences (either part time or full time) at clinical facilities where there exists a prior or current interest. Such interest can include sites where students have completed volunteer hours, worked as therapy aides, or sites where family/significant friends have been employed, or have significant interest. Such conflicts of interest are not beneficial to the learning process and may actually impede confidential nature of educational process. If at any time Student feels that there is potential conflict of interest, it is Students responsibility to make this known to DCE. Failure to do so may result in cancellation or removal from experience and/or disciplinary action. DCE has final authority regarding any potential conflicts with students and clinical facilities. Policy for Developing New Clinical Sites Due to extensive administrative time needed for establishing new sites, they will be established at discretion of DCE based upon educational needs and status of current clinical environment. Decisions of the DCE are final and may not be disputed.

Students are NOT to contact potential sites!

The following are some factors to be considered in developing new clinical sites: Location of Facility o proximity and likelihood of subsequent students utilizing Facility Type of Facility: Medically-complex, Rehab, Community and/or niche practice area Quality of education does Facility meet standards established by PTRS? By APTA? Ease of negotiating a contract with Facility

If Student is interested in Facility that is not on list, Student should contact Clin.Ed. during selection process. The decision to pursue new clinical sites will be made by the DCE.

2.

Housing and Transportation

It is the responsibility of Student to secure and finance transportation and appropriate living arrangements during all clinical internships, including those done non-locally. When indicated in clinic files, housing or assistance to obtain housing may be provided by clinical facility; some sites provide housing at no expense to student or at a modest cost. Student should consider availability and cost of housing and transportation before submitting clinical site selection preferences.

3.

Dress Policy

The Student is expected to maintain professional demeanor and appropriate personal hygiene. Student should follow dress code specified by each facility. Dress codes vary from scrubs, uniforms, casual attire, or more formal attire (including ties for men). It is Students responsibility to ascertain proper dress code prior to participating in clinic. If no dress code is specified in advance by Facility, student should follow dress code of PTRS, as expressed in DPT Student Handbook. (Guidelines for personal hygiene, hairstyles, and nails are also found in this document.) General Guidelines: Proper attire consists of traditional casual clothing that covers chest, stomach, back and hip/buttock areas (e.g. slacks, at least knee-length skirt, shirt, blouse, or top), suitable shoe wear, and PTRSprovided nametag. White, hip-length lab coats may be required, with student nametag on the left chest panel. Close-toed footwear should be clean and/or polished, safe and appropriate for the work area. Athletic shoes are acceptable if clean and in good condition. Open-toes shoes are not permitted. Socks or hosiery must be worn; no bare legs are permitted. Cologne, cosmetics, and jewelry should be conservative and kept to a minimum. Jewelry should be limited to stud earrings, watches, and
18

wedding bands. Visible body piercings, such as eyebrow and tongue rings, are not acceptable. Questions regarding cultural jewelry should be directed to DCE prior to the start of the internship. Highly visible tattoos should be covered. Fingernails should be trimmed and clean.

4.

Working Hours

The student is expected to be prompt and to work the assigned regular working hours of the facility and the CI. (However, this does NOT include CI vacation days, . . .). Clinical sites are open from Sunday to Saturday and frequently into evening hours. On occasion, the student may need to stay beyond typical hours to complete patient care and/or documentation. Holidays will be determined by the schedule of the clinical facility and NOT by the University schedule. While at the clinical site, the student is directly responsible to the CI/CCCE and the clinical facility, and must abide by the policies and procedures of the hospital/department concerning breaks, parking, etc. Likewise, the student is responsible for setting up and cleaning up the work area of all assigned patients, as well as assisting in the general maintenance and orderliness of the facility. To meet the requirements of the university, the student is expected to participate in 35-40 hours of clinical education experiences per week. Not included in this count are the hours needed on occasion to complete documentation, other patient-care related tasks, or assigned homework. So, realistically Students should budget for 50-60 hours (including commuting)

5. Injuries, Illness, Family Emergency and Other Clinical Schedule Changes

In the event of illness, injury or family emergency, the Student is responsible for contacting the DCE and CI/CCCE as soon as possible and will maintain contact on a daily basis with the DCE and CI/CCCE throughout the absence. It is the expectation that all missed clinical time will be made up and the DCE in coordination with the CI/CCCE will formulate a plan to that effect. In addition, the DCE reserves the right to require an alternate assignment of the student to ensure mastery of the content. Lengthy absences may require rescheduling of the internship. Absences other than illness, injury or family emergency are RARELY acceptable and students should not make plans or accept invitations that would take them out of clinic. It is NOT permitted for students to request schedule changes or days off from their CI/CCCE, even if they intend to make up the time, without prior approval of DCE. In case that Student would like to request a change to clinical schedule in order to accommodate a known event, Student must bring their request to DCE for consideration. DCE requires that request be made in writing and include supporting documentation where appropriate [See Form]. Based on merits of request, DCE may grant student a change in clinic schedule and will attempt to coordinate schedule change with CI/CCCE. It is expectation that all missed clinic time be made up and, DCE in coordination with CI/CCCE, will formulate a plan to that effect. In event a student misses clinic secondary to clinic closing or the clinics inability to provide CI coverage, students are required to make-up the missed time. If facility cannot accommodate missed time, student may be required to complete missed time at another facility or complete an alternative assignment at discretion of DCE, to ensure student mastery of the content objectives. In the event of severely inclement weather (e.g. blizzard, hurricane, tornado, . . .) or other states of emergency, THE STUDENT SHOULD ENSURE THEIR PERSONAL SAFETY FIRST. The student is NOT part of the employed facility staff and is not expected to respond in those events. However, notification to the DCE and the CCCE/CI as soon as practically possible is required.
19

6.

Professional Liability Insurance

The University provides substantial professional liability insurance for all of Students. A copy of the Certificate of Insurance is sent annually to each affiliating clinical sites CCCE.

7.

Health Status

Upon admission to the DPT program, each student is expected to satisfactorily complete a physical examination and meet UMSOMs immunization requirements for Tetanus-Diphtheria, Rubella, Mumps, Polio, Varicella, Tuberculosis screen, and Hepatitis B vaccine. Students will carry a completed and up-to-date Health Clearance Form with them to all clinical affiliations and internships. Each individual student is responsible for obtaining at minimum a yearly PPD test, and a Health Clearance Form from the UMB Student Health Office. Additionally, each student must carry health insurance, either through the University or individually, and should be prepared to furnish documentation of such upon request. Many Facilities require additional medical clearances such as, (but not limited to) flu vaccine, drug and nicotine screening. It is the students responsibility to complete these prior to initiating the internship and incur costs associated with completion. In the event of a medical emergency during a clinical affiliation, Facility is responsible for providing for or arranging emergency medical care. However, cost of medical care is responsibility of Student. Changes to a patients health status throughout the program may necessitate need for medical documentation for return to clinical curriculum. This will be overseen by Program Director and DCE [see Student Health Clearance Form].

8.

Confidentiality

The students are reminded that any information (Protected Health Information-PHI) regarding patients and their families is strictly confidential. Therefore, it should not be shared with friends or family, or other health care providers except in need-to-know situations such as emergencies. Each student is responsible for clarifying each clinical facilitys regulations on confidentiality and information sharing. Each clinical facility is responsible for informing the Student of specific confidentiality and/or HIPPA regulations upon orientation to the clinical facility. Breach of patient confidentiality is a federal offense and may be subject to penalty under law. Breach of patient or facility confidentiality can result in removal from clinic and/or failure of internship block, referral to SOM Judicial Board, or removal from Program. Any assignments from clinical experience must be de-identified of all personal information prior to submission to PTRS.

9. Clinical Affiliation Agreements [See Standard Agreement in Appendices]

Students should be cognizant of Affiliation Agreement for each Facility. Breach of any aspect of clinical affiliation agreement by student can result in the following range of sequelae: point deductions from grade, learning contract, removal from clinic, failure of internship block, removal from Program, and/or referral to SOM judicial board.

10.

CPR Certification

It is responsibility of each Student to maintain current certification in Basic Cardiac Life Support-C. Copies of this certification should be kept in the students portfolio; the student should be prepared to furnish documentation of this certification upon request.
20

11.

Other Site Requirements

Sites may have their own set of requirements for the student to follow. Requirements vary from site to site; some include a criminal background check or drug screen. Site requirements can be found on Bb.

12.

Documentation/Charting

Documentation needs to be timely, accurate, thorough, and concise. Each facility will have standards for documentation to which Student must adhere. The following are general guidelines: 1. Patient charts may never be removed from clinical facility. 2. Charts should not be left in treatment area when student or a staff member is not present. 3. Patients may not have access to their medical record unless they have gone through the appropriate procedures as determined by the facility. 4. All documentation should be satisfactorily completed prior to end of each clinical day. 5. Only abbreviations approved by the facility should be used in documentation. 6. All documentation should be legible and use appropriate grammar and punctuation.

13.

Required Equipment

As a professional, Student is responsible to supply own tools of the trade, which may include: 1. Goniometer 2. Guarding belt 3. Reflex hammer 4. Tape measure 5. Stethoscope 6. (Optional) Pocket size notebook is suggested for keeping patient notes

14.

Personal Communication

Personal phone calls to/from student in and out of Facility should be limited to emergency situations only. It is not appropriate to carry beeper/cell phone for personal use during working hours.

Texting, e-mailing, Social Media posting, or blogging of PHI are also not permitted 15. Student Communication with Facility
The student should contact assigned clinical site approximately 8 weeks prior to start of affiliation, after receiving consent from the DCE. Some questions to ask include: 1) What are the work hours? 2) What time should I report on the first day? Where should I park? 3) Is there anything I should read/review prior to the first day? 4) What types of patients should I expect? 5) What is the dress code? 6) Have you received my Intern Data Form/paperwork? A thank-you note sent by Student to CI and/or CCCE after internship is a thoughtful gesture.

16.

Family Educational Rights and Privacy Act (FERPA)

US Department of Education Website: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their childrens education records. These rights transfer to student when the Student reaches the age of 18 or attends a school beyond high school level.

21

1. Written Consent: With several exceptions, schools must have a students written consent prior to the disclosure of education records. Examples of situations affected by FERPA include school employees divulging information to anyone other than the student about the students grades or behavior, and school work posted on a bulletin board with a grade. 2. Privacy: A school is required to provide certain privacy protections for those education records that it does maintain. FERPA permits school to destroy such records without notice to student. 3. Disclosure: Under FERPA, school may not generally disclose personally identifiable information from eligible students education records to third party unless student has provided written consent.

17. Americans with Disability Act Accommodations

Students requiring special accommodations should contact the DCE at the time of site determination or immediately after they identify the need for accommodation as per University policy. Support Services for Students with Disabilities: Provides academic and nonacademic support services for students with disabilities including interpreters, note-takers, parking, and other support related to classroom activities; located in the Student Center at 621 W. Lombard Street; contact Deborah Levi at 6-7117 / 7714 (voice / TTD).

18. Student Information Shared with Clinical Facility

During the process of site determination and confirmation, certain student information is shared. However, there is a limit to the type of information that can be shared without express consent of student. In initial confirmation with Facility, DCE shares the students name, class year, and general clinical interests (as known), as well as academic objectives and curricular plan for clinical experience. If student has declared need for specific accommodation that has been agreed upon by PTRS, such information is also shared with the clinical facility. As this information will be necessary in preparing for the students clinical experience, this information will be shared at time of confirmation of site with Facility. If necessary, Student and CCCE may communicate earlier than usual in order to prepare for meeting such accommodations. The student (as mentioned above) is responsible for sharing with the CCCE & CI all information related to health records, immunizations, and any additional testing required by the clinical facility (criminal background testing, fingerprinting). PTRS does not keep such records on each student.

19. Sexual Harassment Policy

UMB prohibits sexual harassment of students by colleagues or faculty. Sexual harassment is infringement of individual's right to work and study in an environment free from unwanted sexual attention and sexual pressure of any kind. Definition of Sexual Harassment UMB has adopted the definition of sexual harassment used by the United States Equal Employment Opportunity Commission. Unwelcome sexual advances, unwelcome requests for sexual favors, and other behavior of a sexual nature constitute sexual harassment when: A. Submission of such conduct is made either explicitly or implicitly a term or condition of an individual's employment by UMB or individuals' participation in UMB educational program; or B. Submission to or rejection of such conduct by an individual is used as the basis for academic or employment decisions affecting that individual; or C. Such conduct has the purpose or effect of unreasonably interfering with an individual's academic or work performance, or of creating an intimidating, hostile, or offensive education or working environment.
22

Examples of Sexual Harassment Sexual harassment can include any/all of following behaviors (but not limited to): A. Harassment through public or private insult, sexually suggestive comments concerning a person's body or behavior, and sexual demands. B. Subtle or overt pressure to comply with demands of sexual activity. C. Sexist remarks about another person's clothing, body, sexual activities, sexual preferences, or sexual orientation, as well as teasing, jokes, remarks, or gestures that are sexual in nature. D. Unnecessary touching, pinching, patting, or exposure of another person's body. E. Unwarranted staring at another person's body. F. Unwanted communications of a sexual nature in writing, by telephone, or by other means. G. Requests or demands for sexual favors accompanied by implied or overt threats about job, grades, clinical assignments, class academic assignments, recommendations, etc. H. Repetition of unwanted invitations for dates with faculty or colleagues. I. Physical assault of a sexual nature, up to and including attempted or actual rape. Students' Remedies Sexual harassment of students by students, faculty or staff will not be tolerated. Proven harassment will result in disciplinary action, possible including suspension or expulsion. Student questions about peer or faculty behavior that may constitute sexual harassment and student questions about disciplinary policies should be directed to the Director of Student Services at 706-7117, to the Campus Manager of Affirmative Action at 706-7302 or to the student affairs dean of the school involved. A complaint of sexual harassment may be made initially to a school's dean, the appropriate disciplinary body of the school, or the assistant vice president for student affairs. Timely reporting of allegations of sexual harassment is crucial. It permits effective UMB intervention to protect students and educate and discipline offenders. Institutional investigations of sexual harassment charges often require the complainant's identity to be known by the accused. However, complainants should be aware that UMB will not tolerate or condone any form of retaliation against a student complainant whose sexual harassment claim is made in good faith. UMB Policy on Sexual Harassment: http://cf.umaryland.edu/umpolicies/usmpolicyInfo.cfm?polid=169&section=all

20. Counseling Center can be useful in helping students cope with stressors of academic and clinical
life. Please call 328-8404 for more information about campus counseling service.

21. Incidents
If there is an usual event or accident/injury with patients, employees, other students, visitors, or yourself, NOTIFY THE CI/CCCE and DCE as soon as possible. The facility may require an incident report and PTRS is required to notify our liability insurance carrier. The purpose of the incident report is to document the exact details of the occurrence while they are fresh in the minds of those who witnessed the event. This information may be useful in the future when dealing with liability issues stemming from the incident.

22. Mandatory Reporting

Child Abuse and Neglect http://www.umaryland.edu/offices/accountability/child_abuse/

23

Section V:
General Grading Policies
GRADING POLICIES FOR PART TIME CLINICAL AFFILIATIONS (Based on eDPT Student Handbook and Clinical Education Handbook) All part-time affiliations will be graded Pass/Fail. Every student is required to attend his or her assigned clinic. Attendance is mandatory to assigned clinics on dates of assignment. The student is responsible for reporting any potential scheduling conflicts to DCE. Excusing a visit will be at the discretion of the DCE on an individual basis. Any unexcused absences from assigned clinic may result in a block failure. Missed time will need to be made up prior to the end of the affiliation, with the collaboration of the student, DCE, and the clinical site.

In order to achieve a Pass in the block, the student must achieve the following: a) A completed Clinical Skills Assessment Report 1) Satisfactory achievement on each item. b) Completion of all written assignments/projects by the due dates published. 1) As per the student handbook, all written assignments and projects must be passed in order to pass the block and proceed in the curriculum.

________________________________________________________________ The University (DCE) is responsible for determining the Block grades.
_________________________________________________________________________________

FULL-TIME INTERNSHIP GRADING POLICIES

The grade for internship blocks is a combination of 1) clinical performance, 2) quality of completed assignments, and 3) ethical and professional behavior. Each student is responsible for own academic work and progress. To progress satisfactorily, requirements of each clinical block must be met. Students will receive the grade that corresponds to the following point system: A = 100.0% - 90.0% B = 89.9% - 80.0% C = 79.9% - 70.0% F = Grade less than or equal to 69.9%
24

CLINICAL PERFORMANCE PARAMETERS

(60% of block gradePass/Fail) APTAs web-based Physical Therapist Clinical Performance Instrument (WebCPI) tool will be utilized to assess clinical performance parameters. Both CI and Student will complete individual copies of CPI for formal review at both midterm and final. In addition, both written and verbal feedback from CCCE, CI(s) and/or the student at Facility weighs in block grade decision. Using the CPI, recorded assessment should reflect the consistent performance of student during that particular internship. Grade is based on the recorded performance from the CPI, the self-CPI, along with any other official documentation from the internship (including data garnered from DCE). Students are expected to achieve a minimum performance level on each individual competency

Clinical Performance Grade

Passing levels for the web-CPI are as follows:
Internship 1 Advanced Intermediate
Patient Management group and Professional Development criteria

Entry-level
Safety, Professional Behavior, Accountability, Communication, and Cultural Competence

Internship 2 Entry-level for ALL criteria Internship 3 Entry-level for ALL criteria

If, at any point in internship, the CCCE/CI or student has any concerns regarding quality of Students performance, it is their responsibility to contact DCE and jointly determine plan of action to address problematic areas. If student requires a learning contract or performs poorly on assessments, an Interim Block Notice will be issued. Action by DCE(s) will depend upon specific circumstance. This may involve creating a bipartisan behavioral learning contract (See Forms) to assist student and CI to objectify key steps to mark successful progression in the internship or possible reassignment of Student to another clinical site. Reassignment will be limited by previous commitments of clinical sites and reassignment cannot be guaranteed in terms of timing or specificity of clinical site.

ASSIGNMENTS
(40% of block grade--%) For each internship, all assignments must be completed and meet the passing standard according to posted grading rubric and handbook guidelines. Grading of assignments will be performed by University faculty. (DPT Student Handbook) All written assignments are to be typed, and double-spaced as appropriate, using APA format. All written assignments and projects must be passed in order to pass a block and proceed in the curriculum. Specific criteria for passing will be outlined by the block syllabus.

25

All students are expected to follow the Honor Code and Rules of Conduct as outlined in DPT Student Handbook. All assignments must reflect original work, failure to submit original work will result in a block failure and judicial procedures will follow

ETHICAL AND PROFESSIONAL BEHAVIOR

Failure of a student to meet required deadlines will result in a deduction of points from the total grade based upon the designated scale defined below. Performance Expectation Delivery of Pre-Internship paperwork (IDF, Resume, . . .) by Internship Deductions for failure to meet posted deadline assignment expectations Delivery of Internship paperwork: 1 6 points immediately, Completes and reviews online CPI then 6 points per calendar day with CI by posted deadline 2 10 points per calendar day Delivery of Internship Assignments 3 15 points per calendar day by posted deadline Please note: These assignments may be submitted electronically, so daily deduction will include weekends and official holidays. Students are responsible for checking the Blackboard Gradebook to assure the clinical education office has received all documentation by deadline. It is Students responsibility to determine receipt of all assignments. Given potential electronic difficulties, it is advisable to not wait until the final hour to post assignments electronically. You will only receive full credit for the assignment if it meets the deadline and is marked off in Blackboard. Students will be informed of point deductions by email sent to university email account with a read receipt notice. Students will receive 1 email notice per infraction. Total point deductions for failure to meet posted deadlines will be calculated up to a grade not resulting in a value less than a C. Performance Expectation Participates in all Clinical Education Seminars and mandatory Departmental events Notifies DCE within 24 hours of all clinic absences Deductions for failure to meet expectations Excused: (must be pre-approved) Perform alternative assignment Unexcused: 15 pts/ event 3 points / calendar day late

Reasons for Remediation, Removal from Clinic (by either Facility or PTRS), Block Failure May be based upon, but not limited to, any of the following: Failure to progress in requirements outlined on behavioral contract Failure to pass Assignment portion of Block grade Failure to achieve a minimum performance level on any of the competencies Inconsistency between performance levels and comments on CPI. At request of Facility Issues related to safety, professional behavior, interpersonal / communication skills, academic knowledge or professional competency. o Breach of professional ethics or legal requirements (regardless if observed by CI, DCE, or other professionals) o Evidence of cognitive impairment affecting clinical performance, patient care/safety, professional interactions. o Criminal charges/arrest
26

Academic Notice
If Student does not achieve passing standard on assessment measures, Student will be provided with an Interim Block Notice by the block leader. The Chair of Academic Policy will monitor the academic standing of the student and recommend actions to the student to take to aid in successful completion of the block. It is strongly recommended that any student who receives academic notice meet with the block leader or designated faculty member for direct feedback on areas needing improvement. There shall be no option for remediation should Student fail to successfully pass internship block.

Inability to Complete an Internship

In event that Student cannot complete internship due to (but not limited to): illness, injury, family emergency, the internship may be graded as incomplete (I). An incomplete is an exceptional grade given only to a student whose work has been qualitatively satisfactory when, due to illness or other circumstances beyond control, Student is unable to satisfactorily complete some small portion of block work. In order to remove the incomplete grade from transcript, the student will repeat the internship in the same or a like facility (Medically Complex, Rehab, Community-based, etc) once he/she is cleared to return to clinical work, and upon the start date of a subsequent internship block. (Please refer to DPT Student Handbook, Section on Student Life, Medical Issues for further information on clearance for return to clinic.) The length and type of makeup experience is determined by DCE. If a student fails (failure to achieve a numerical score of 70.0% or better, failure of a paper or a project) the block, or if a student elects to delay academic progression for a years duration given presenting medical, psychological or other significant personal reasons, the student may not proceed to the subsequent internship block. In this case, the student will be referred to the Chair of Academic Policy for an Individualized Academic Preparation Plan (IAPP), to ensure successful return to the curriculum. Please refer to the DPT Student Handbook for the policy related to IAPPs. Policy for Failure of an Affiliation/Internship All affiliations/internships are considered Blocks. Should a student receive a non-passing grade, the student may not proceed to subsequent blocks. There will be no option for clinical remediation should a student fail to successfully pass a clinical block. Failure of an affiliation/internship will result in repeating that block in a like rotation. During the intervening time, the student will complete an Individualized Academic Preparation Plan (IAPP) designed by the Chair of Advancement, with consultation from the DCE, to address areas of deficiency in order to prepare the Student for successful repetition of the internship. The student does have the option to grieve the grading of the internship. Please refer to the PTRS Student Handbook Academic Policies section for specific details on failures and grievances. Due to the contractual agreement between the clinical sites and the University, the student may not proceed in the internship process until the grievance has been resolved. Policy for Re-Entry into Clinical Curriculum following a Separation from Curriculum For students re-entering the clinical curriculum following an approved leave of absence (LOA) or a short-term temporary separation from the curriculum as granted by PTRS, the continuation of affiliations/internships shall commence on start dates for respective established clinical blocks. Prior to the leave, an estimate shall be made regarding the timing of the return to the curriculum, with the hope of clinical placement in the nearest established start date. The graduation date for this Student shall be dependent upon completion of the clinical curriculum, which is dependent upon (at minimum) the Students readiness for return to the curriculum and the availability of sites. Such readiness shall be overseen by the Chair of Advancement & the Director of Clinical Education.

27

POLICY ON GRIEVANCE PROCESS

(As taken from the PTRS Student Handbook) According to PTRS Student Handbook, students are not permitted to grieve existing academic, clinical, and departmental policies. The above Internship Grading Policies are therefore exempt from individual student petitioning. However, any student-generated concerns regarding the grading of a clinical internship shall be addressed through the departmental grievance process as outlined in the PTRS Student Handbook. Please refer to this document for further information.

POLICY ON COPYRIGHT PROTECTION OF EDUCATIONAL MATERIAL

(As taken from the DPT Student Handbook) Copyright is a form of intellectual property protection. There are a few exemptions on the copyright. One such exemption is the classroom exemption. Instructors and pupils of nonprofit educational institutions have right to use copyrighted works in the context of face-to-face teaching activities. A limited exemption exists as applies to transmission of works to students in distant locations. However, recent developments in electronic media and teaching technologies create a new environment. Knowing this background, the students in the Department of Physical Therapy and Rehabilitation Science at the University of Maryland School of Medicine can only use the electronic instructional material (e.g.: lectures & presentations in PowerPoint format, pictures & video in electronic format, etc) for personal educational purposes. The use of such material (i.e.: made available to the students throughout their training) cannot be used in future presentations, lectures, meetings, etc by students or as graduates from the program. It is needless to say that copying electronic documents and forwarding them to another party would be considered unethical behavior.

28

Section VI: Clinical Education Evaluation Process

Evaluation is an ongoing process that provides continual feedback, both positive and constructive, to allow the Student to adjust his/her behavior and performance. It is also imperative for the DCE to perform ongoing evaluation of the Clinical Education Curriculum in its totality. A. Formal (Summative) Evaluation of Students Competency The Department of Physical Therapy & Rehabilitation Science utilizes the APTAs CPI (Physical Therapist Clinical Performance Instrument). This is to be completed by the Clinical Instructor (CI) at the mid-point and at the culmination of the internship. Additionally, the Student is expected to complete a separate CPI as a means of self-assessment and share it with the CI at the midterm and final evaluation sessions. Informal (Formative) Evaluation of Students Competency In addition to the formal written evaluation, ongoing feedback is crucial for clinical learning. Feedback should be given on a regular basis (at least daily and weekly) to acknowledge clinical performance by the student and to redirect any inappropriate behaviors. Please refer to the Forms sections for a sample weekly meeting form. B. C. Evaluation of Clinical Sites/Clinical Instructors Clinical sites are continually evaluated for effectiveness of clinical teaching. The mechanism for the process is multifaceted. 1. Annually, the clinical sites complete a Clinical Site Information Form (CSIF), which is reviewed by the DCE upon receipt to ensure each clinical site has the resources and capabilities to meet the educational needs of the students. 2. Site/Phone/Electronic Visits: Students and CIs may be visited, either by phone call, e-mail, or by a personal visit at Facility. During this visit, both the Student and CI provide feedback to DCE regarding the internship. This feedback provides information about the students preparation to date and level of professional competency, as well as about the clinical sites and clinical instructors abilities to provide an educationally-sound learning environment. 3. Students Evaluation of Clinical Site: This formal written form provides feedback to Clinical Site and DCE regarding ability of facility to provide clinical education program. The form should be completed by Student and may be reviewed with CI and/or CCCE. The form is then reviewed by DCE and placed in clinical education file at University as a reference for DCEs and other Students. Based on above feedback sources, it may be determined that some clinical sites do not meet standards developed by University. The specific methods for handling situations of this nature will vary depending upon the specific needs of the clinical site, as well as the educational history of the clinical site. In most cases, the assignment of Students will be suspended until the clinical site is able to meet the standards in providing student clinical experiences. Additionally, if the clinical site is amenable, attempts will be made to develop the clinical site and staff. In extreme cases, clinical site may be eliminated from clinical site list clinical site is able to change their educational policies.
29