NRS 493 Clinical Practice Experience Assignment

NRS 493 Clinical Practice Experience Assignment

NRS 493 Clinical Practice Experience Assignment

NRS 493 Topic 5 Clinical Practice Experience Remediation GCU
Students who are not making appropriate progress on their capstone project and receive an “Unacceptable” or “Below Expectations” on the CET will be required to complete remediation activities. Required remediation activities are listed on the “NRS-493: Clinical Experience Remediation” document. The required activities must be submitted in LoudCloud upon their completion by the end of Topic 7. All required remediation activities will be reviewed and approved by the faculty.

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NRS 493 Clinical Practice Experience Assignment
NRS 493 Clinical Practice Experience Assignment

Objective: An important goal of chiropractic education is to ensure that all graduates reach an acceptable level of clinical competency and be equipped to offer traceable remediation when skills fall below certain benchmarks. Methods: Working with key individuals in the faculty, administration, and assessment, a process of remediation was created and materials were produced that can be used by faculty and assessment staff to focus on students’ lack of knowledge, technique or documentation in specific clinical skill areas (history taking, physical examination, treatment and management, adjusting technique, diagnosis and clinical thinking and special studies). The primary goal is to create an individualized remediation plan that suites the specific needs of the student. Results: Doctor of Chiropractic Program utilization of remediation center continues to increase (FY15, 16 & 17 referrals to center were 60, 125 and 126 respectively). Retesting rates after deficiencies continue to be high (FY15, 16 & 17 were 98.3%, 95.2% and 95.8% respectively).

Step 4: RemediationThe faculty/TAs involved in conducting the sessionswill follow the plan of action for each specified deficiency.For example, if a student was referred for poor history,physical exam, and diagnostic skills, the student thenperforms these skills, with a faculty member/TA serving asa patient for the student. Often these encounters are videorecorded and reviewed with the student immediatelyfollowing the activity.In cases of knowledge deficits for clinical information,students are given a tool that they complete as homeworkand bring back to the faculty member/TA at the nextsession to discuss and review any knowledge gaps that areevident. This tool specifically helps a student review theclinically relevant information for a condition. Sections ofthis tool include description of the condition in 1–2sentences, the prevalence of the condition, the populationin which the condition occurs, the most important clinicalfindings from a patient’s history, the physical examination,the ancillary studies often ordered, and the condition’sprognosis and treatment

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