When I was a student, I had amazing experiences with many clinical instructors, however I also had a bad experience. It was all these experiences that drove me to become an instructor and in doing so, I made a promise to provide a safe, respectful, nurturing, judgment-free environment for students to learn, grow, and determine who they want to be as future practitioners. I always tell students that I want them to develop their own style or flow as a practitioner, to take the opportunity to develop it with my supervision.

My biggest piece of advice for people interested in clinical instruction is to never forget that you were a student once too. Remember your “student self” and think about what would your “student self” would have needed to succeed. Think about all the hurdles that you had to figure out yourself in the first few years of practice before you finally felt confident as a practitioner and give that back to the student you have. Provide that sound board, problem solve together and grow together. 

- Megan Woloschuk, Clinical Instructor

I chose to supervise as a clinical instructor after my first year of employment in a hospital setting of general practice. As my primary area of practice progressed in Cardiorespiratory PT, it was a privilege for me to work with students in an ideal sized hospital with ICU, general surgery, outpatients, and medicine wards which provided opportunities for students to meet the skill requirements in their training. Through student clinical instruction, I’ve had the opportunity to develop communication, leadership, and problem-solving skills, along with expectation setting, learning theory, and evidence informed practice in a multidisciplinary environment. These are skills that I use every day. Here I am 30 years later, and clinical supervision of students is part of my ongoing learning plan.

You don’t need to be an “expert” in the practice environment or know it all to facilitate the learning of a PT student. Be open in communication. Be genuine. Keep your word on expectations set as you communicate and evaluate. Allow the learning to happen for yourself, and enjoy the challenge and the process.

- Jason Pylatiuk, Clinical Instructor

While taking on a student can feel overwhelming initially, I find setting clear expectations and learning goals right from the start to be incredibly helpful to ensure open communication and success. It is also important to work with the student to determine the learning strategies that work best for them so they are getting the most out of their experience. I encourage therapists to utilize the extensive knowledge and lived experienced of the other members of their team; in my experience, having the opportunity to shadow and work with other disciplines is a highlight of many students’ placements. It is also important to remember that there is no “perfect placement” and that almost any situation can be an amazing learning opportunity!

- Danielle Johnston, Clinical Instructor