Clinical Instructorsʼ Perspectives on Professional Development Opportunities: Availability, Preferences, Barriers, and Supports

Background and Purpose. Little is known about CIs' perspectives on professional development activities designed to increase their effectiveness as teachers of professional DPT students. The purpose of this descriptive survey was to investigate the CIs' perspectives on the following: (1) current and desired availability of professional development activities, (2) preferences for delivery, (3) barriers to accessing these activities, and (4) supports for professional development offered by academic programs. Subjects. Center Coordinators of Clinical Education (CCCEs) at clinical sites affiliated with 3 academic institutions were sent a letter inviting CIs to participate in this survey study. A total of 828 questionnaires were sent to CIs at 181 sites. Methods. A questionnaire was constructed to collect demographic data and information on CIs' perspectives on continuing professional development (CPD) opportunities and barriers to participation. Respondents were asked to self-assess professional development opportunities and preferred delivery mechanisms and to identify barriers and supports to CPD activities using a 5-point Likert scale. Descriptive statistics consisted of percentages and frequency distributions. Results. Of the 828 CIs and CCCEs who received questionnaires, 497 consented to participate and completed surveys, for a response rate of 60%. With regards to professional development opportunities, approximately 50% or fewer respondents indicated that current availability is adequate or better than adequate. The respondents reported limited support for professional development from academic programs. Responses consistently reflected perspectives that professional development activities should be more available. Discussion and Conclusion. CIs' responses indicate that professional development opportunities do not sufficiently support their teaching roles. This survey reveals CI interest for increased availability and variety of professional development activities. Supports for professional development from academic programs are currently limited and many CIs are unaware of what, if any, support is available. This information may be useful to academic programs to help them fulfill their commitment to the professional development of clinical faculty who teach professional DPT students and to remain consistent with Vision 2020.