Enhancing clinical competence using a collaborative clinical education model.
BACKGROUND AND PURPOSE: The purpose of this study was to determine whether students in collaborative (two students to one Clinical Instructor [2:1]) learning placements differed on measures of clinical competence as compared with their peers in traditional (1:1) clinical placements. SUBJECTS: The population examined consisted of intermediate-level students in the physical therapy program at the University of Toronto. METHODS: The outcome measure of clinical competence in this study was a weighted score acquired from the university's Evaluation of Clinical Competence (ECC) form. Seven subgroup clinical competence scores as well as the total clinical competence score were analyzed. RESULTS: The collaborative learning group demonstrated significantly higher scores on all aspects of the ECC instrument. CONCLUSION AND DISCUSSION: This result suggests that achievement of clinical competence in patient evaluation, program planning, implementation of treatment, communication, management skills, professional behavior, and documentation were enhanced through collaborative learning.