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Section 1: Becoming a SIT

Clinical Educator

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1. Prepare Allied Health professionals to support SIT

student learning at clinical sites
2. Equip Allied Health professionals with
Aims of ICE competencies of an effective clinical educator
3. Enhance the professional development of Allied
Health clinical educators

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By the end of this programme, you would be able to:

1. Perform the roles and responsibilities of a SIT
Clinical Educator
2. Facilitate optimal learning in clinical education
through identifying learning stages and educational
approach
Learning 3. Apply skills in effective teaching, giving feedback,
Outcomes promoting reflective practice and facilitating
collaborative learning in students
4. Develop an approach to manage challenging
situations or behaviours
5. Evaluate student’s performance against specified
SIT CPE learning objectives

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Self‐directed on‐line learning with facilitator‐guided

video conferencing

Active participation in all learning activities

Expectations for
completing ICE Pass individual quiz & Objective Structured Teaching
Exercise (OSTE)

Complete post workshop feedback

Review ICE workshop materials, CPE learning objectives

& assessment requirements before 1st student CPE

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Overview of programme

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Introduction to SIT

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https://sitsingaporetechedu.sharepoint.com/sites/CC/Document/Corporate%20Video,%20Clips%20and%20Footages/20190831_SIT%20Corporate%20Video%20v
4%20lores.mp4

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Niche Programmes that Meet Economy Needs

Criminology and Security*

Dietetics & Nutrition*
Diagnostic Radiography*
Nursing
Occupational Therapy*
Physiotherapy*
Radiation Therapy*
Speech and Language Therapy (2020)
*unique to SIT

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Enrolments from 2016 till 2019 and proposed

future intakes
200
189

180
165
160 160
160 PT

140 131 133

122 120
115 115 NUR 2y
120 110
OT
Axis Title

97 100 100
100 95
87 90 DR
84
80 78
80
67 67
57 57
60 53 53

40 30 30 30
Acc PT
SLT
RT 17 19
20 13 DN 15 15 15
11 12
0 0 0 0 0 Acc OT
0
AY2016 AY2017 AY2018 AY2019 AY2020p AY2021p AY2022p AY2023p
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We need more clinical

educators to develop our future
allied health professionals!

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Photo credit: Dr Pauline Soh

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Why be a
Clinical Educator (CE)?

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Time to think and reflect…

Use 1 word to describe how

you feel towards taking
students on clinical placement,

and

1 reason why you chose to be

a CE.

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Why physicians
teach?
• Despite the pace and intensity of inpatient
clinical setting, physicians carve out time for
teaching because…
1. Teaching as an integral part of a
physician’s identity
2. Repaying former teachers for their own
training
3. Developing the next generation
4. Teaching as learning
5. Teaching as energizing and gratifying

(Steinert & Macdonald, 2015)

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Perceptions of allied health professionals

(Davies et al, 2011)

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Roles and
Responsibilities, &
Support Network

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Faculty
supervisor
(FS)

Clinical
Educator
(CE)

CLINICAL
Clinical PRACTICE
Educator EDUCATION (CPE)
Coordinator LEAD & TEAM
(CEC)

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SIT Clinical Educator Appointment Criteria

1. Full Registration from AHPC
Clinical 2. Relevant Bachelor’s degree
Educator (CE) 3. At least 3 years of clinical practice experience in
criteria Singapore in the relevant profession (by the time of
appointment)
4. Complete SIT CE training workshop

*Organisations which do not have sufficient number of CEs that meet all
criteria may be considered on a case by case basis.

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SIT Clinical Educator Re‐Appointment Criteria

1. Preferably taken on CE role and has taken students in
Clinical past 2 years
Educator (CE) 2. No significant adverse feedback from student/s, faculty
criteria or HOD
3. Participate in continuous professional development as
CE

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Roles and Responsibilities of SIT CE

Provide individualized guidance, supervision, support and assessment for

the student’s learning experience. The SIT appointed CE is required to
perform three functions based on Proctor’s model of clinical supervision
(Proctor, 19871):
• Educational function: focuses on development of each student in a manner that
enhances their full potential
• Supportive function: refers to maintenance
of productive working relationships with a
focus on student’s morale and job
satisfaction
• Administrative function: refers to
maintenance of good standards of practice
by student including ethical practice,
accountability, measures and adhering to
policies of administration
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PROGRAMME STRUCTURE

• Create learning • Provide orientation

opportunities • Set expectations &
• Teach learning goals
• Give feedback • Delegate & manage
• Promote reflective Educational Administrative caseload
practice • Maintain organization
• Facilitate clinical (Formative) (Normative) & practice standards
reasoning and • Conduct assessment
collaborative learning of clinical &
• Be a good role model professional
performance

DAY 1 ICE Supportive DAY 2 ICE

(Restorative)

• Promote a positive learning environment

• Manage challenging behaviours

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Roles and Responsibilities of student

The student should maintain professional image and behavior standards of

a healthcare professional, including but not limited to the following:
i. Ensure punctuality and attendance record is
Faculty
signed and verified by CE supervisor
(FS)
ii. Participate fully in the learning process
iii. Take initiative and responsibility for learning
iv. Communicate openly with the CE, FS and CPE Clinical
Lead on any difficulties faced during CPE Educator
(CE)
v. Adhere to the university’s and CPE provider
organisation’s rules and regulations.
Clinical
Educator
Coordinator
(CEC)

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Roles & Responsibilities of Department CEC

Together with SIT, develop, oversee and co-ordinate the student’s overall
CPE in order to achieve the program’s learning goals and outcomes.
i. Ongoing communication with SIT regarding Faculty
any change in training programme, supervisor
assessment methodology and/or clinical (FS)
grading criteria.
ii. Facilitate the provision of resources and
support for students’ learning at the clinical Clinical
setting Educator
(CE)
iii. Facilitate nomination of CEs and support
development of CEs
iv. Coordinate the CPE student numbers Clinical
Educator
v. Participate in CEC engagement sessions Coordinator
(CEC)

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Roles & Responsibilities of SIT FS

• Support CEs and students during clinical placement to facilitate students to meet learning
objectives
• Provides alignment of SIT assessment standards and
expectations to CEs at different clinical sites Faculty
supervisor
• Work with CEs to manage concerns with student’s (FS)
performance, assess and/or moderates the final CPE
outcome with the CPE Lead
• May conduct on-site visits for students during CPE Clinical
Educator
• May conduct final clinical examination of students (CE)

Clinical
Educator
Coordinator
(CEC)

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Roles & Responsibilities of SIT CPE Lead

• Liaise and work closely with the CECs and

FS to facilitate CPE for all students
• Oversee CE nomination, training and
development of CEs in ICE
• Oversee student allocation to various CPE
sites and CPE final assessment for all
students

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Resources

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Handbooks
for CPE
(Programme
specific)

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Dress code

• DR and RT
students will wear
V-neck top with
black pants and
black shoes
• PT and OT students
will wear either V-
neck top or polo tee
with black pants
and black shoes,
depending on the
setting or
organization’s
policy

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Polo tee V-neck uniform 29
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• If the student’s performance, behavior or health status is

affecting their ability to meet the CPE learning objectives and
competencies required of them, it is important that these
concerns are addressed early and in a transparent manner.

Key area to • CEs are encouraged to raise their concerns first with
department CEC, and use the PAAR framework to analyse
highlight in the the issue and/or attempt any strategies as agreed with
guide: student.
Concerns
regarding
student’s
performance
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If student is experiencing difficulties that may place him/ her at

risk of failing the halfway or final evaluation, please alert
the SIT faculty supervisor or CPE Lead as soon as possible via
phone or email.

When contacting us, please let us know:

1. your concern and the competency item/s that the student is
Escalation at risk of failing,

to SIT 2. your analysis of the cause of the issue,

3. any strategies you have attempted to address the issue,
and
4. any specific support you would like from the university staff

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Other resources

• Key reference: HETI (2012) The Superguide:

A handbook for supervising AHPs
• Please refer to reference list provided for other
resources.

Acknowledgements: A/Prof Margaret Potter from

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TELL Centre (University of Western Australia) 32

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Overview of programme

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Thank you!

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