Message from Director of Clinical Education
Welcome Clinical Educators! We hope you find this portion of our DPT Program website a helpful resource for you and your staff who serve as valued clinical faculty for our program and students. Here you will find information on our Clinical Education curriculum and model, meet our Regional Clinical Coordinators and members of our Clinical Education Advisory Panel, have access to our clinical education policies and procedures manual, find resources for clinical faculty development, and be able to access frequently used web links for clinical education.
About our clinical education model:
The clinical education curriculum at CMU consists of five courses – two of which are semester length on-campus “Mock Clinics” where students prepare for off-campus internships through participation in case simulations designed to integrate knowledge and skills from a wide range of academic courses and advance clinical reasoning processes. The three remaining courses are full-time clinical internships: Clinical Education II is a six-week rotation that occurs in the summer (semester four) after the students have completed a year of preparatory coursework. Clinical Education IV and V are two-semester length (14 week) internships that occur during the final year of the program (Fall – semester eight; Winter/Spring – semester nine). Our experience with the longer final internships and the internship year has been positive – students and clinical faculty report that interns are integral members of the clinical community by the time they conclude their experiences and they have had many learning opportunities and responsibilities beyond direct patient care. They truly are ready to “hit the ground running” as they graduate.
One very unique feature of our model is that we have three individuals in addition to myself who serve as Regional Clinical Coordinators (RCCs) throughout Michigan. Our RCCs serve the following regions in Michigan: East-Central, North, South-east, South-west. Each RCC is locally based and familiar with their area and can be readily available for clinical site and faculty development and assistance. They are also responsible for monitoring and mentoring of our students during the final internship year as they meet with students in regional peer-mentoring groups monthly during their final internships in addition to meeting individually with students and CIs as they complete clinical experiences. The RCC model has been our method for maintaining frequent contact with students and clinical faculty during the formative internship year and becoming partners with CIs and students in this important professional transition. You can meet our RCCs here: Regional Clinical Coordinators.