CSM Post - Con: Mindful Clinical Mentoring: A Course for Contemporary Clinical Instructors
The Mindful Clinical Mentoring Course
Stress in DPT students is linked to difficulty with academic performance and professionalism in the clinic. Today’s DPT student has more stress than ever before. Although neuroscientific studies have confirmed the connection of the mind and body, it is not yet a deliberate addition to many DPT curricula. Teaching clinical instructors about mindfulness in clinical practice can help foster a much-needed link between today’s student, their affective domain skills, and the professional skills they need to acquire prior to graduation. This one-day course will provide contemporary, evidence-based strategies for today’s clinical instructor to manage the unique needs of the DPT student learner. Attendees will learn how to identify and address imposter syndrome, maladaptive perfectionism, and emotional flooding in the student clinician.
Four educational modules will include:1) the millennial student perspective; 2) the science of stress, emotion regulation, and self-awareness; 3) clinical teaching and learning strategies that work immediately; 4) problem solving and resources. Clinical instructors will leave with a toolbox of activities to manage student stress “in the moment.” This is a hands-on course that incorporates regular open dialogue, small-group teaching, self-reflection, and verbal, nonverbal, and written practices to foster a strong student-teacher relationship.
At the end of this 1-day course, the Participant will be able to:
- Compare and contrast today’s DPT student learner given their distinctive mindset and unique learning needs.
- Identify 3 functional, evidence-based mind-body axes and how they create sympathetic nervous system overload in the novice student clinician.
- Deliver three 5-minute activities that dampen the student’s sympathetic nervous system flooding during a stress response and help them to optimize learning and safety during patient care.
- Provide critical feedback to students using evidence-based methods that are specific and meaningful.
Annette M. Willgens, PT, MA, EdD (Annette M. Willgens, PT, MA, EdD (Annette M. Willgens, PT, MA, EdD (Temple University)
Speaker Bio: Annette Willgens is a clinical associate professor in the College of Public Health at Temple University. She earned her BS from Ithaca College, her Master of Education at NYU, and her Doctor of Education from Northcentral University. She has additional certifications in teaching mindfulness, qualitative research, and is a yoga instructor. She has been a pediatric clinician for 30 years and currently works per diem at Children’s Hospital of Philadelphia. Her research focus has been on student stress, clinician burnout, and the effects of mindfulness on clinical education using mixed methods approaches.
Rebecca Anne Vernon, PT, DPT (Temple University Dept. of PT)
Speaker Bio: Rebecca Vernon is an associate professor in the College of Public Health at Temple University. She earned her doctor of physical therapy degree from the University of Colorado and Health Sciences Center. Rebecca earned her neurologic clinical specialist certification through the American Board of Physical Therapy Specialties. Her clinical practice focuses on rehabilitation of individuals with acute and chronic neurologic conditions. Rebecca is currently pursuing research opportunities to advance the state of clinical education with opportunities for student growth in the acute care setting.
Jane Goldman Fagan, PT, DPT (Arcadia University)
Speaker Bio: Jane Fagan is an assistant professor and Associate Director of Clinical Education in the College of Health Sciences at Arcadia University. Dr. Fagan earned her doctoral degree in physical therapy from Simmons College in 2003. She earned her orthopedic clinical specialty through the American Board of Physical Therapy Specialties and completed her certification in Mechanical Diagnosis and Therapy through the McKenzie Institute. Dr. Fagan is currently pursuing her research interests in student health outcomes related to clinical education experiences, student preparedness for clinical education, and development of best practices in student PT education