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Information for Faculty > Academic Affairs > Faculty Affairs > Practitioner-Teacher Model
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The Practitioner-Teacher (P-T) Model
 

What is the “P-T” Model?

We talk about it using various phrases

                        Teacher-practitioner model

                        Practitioner-teacher-researcher model

                        Practitioner-teacher-investigator model

                        Researcher-practitioner

                        Teacher-researcher

                        Practitioner may refer to:

                        Those delivering health services (physicians, OTs, Respiratory Therapists, etc.

                        Or to Managers (i.e., HSM)

                        Or to Researcher (i.e., in Graduate College)

 

P-T model combines the faculty roles of teacher and practitioner –to bridge the gap between theory and real-world.

 

SWOT Analysis (Working Group) Strengths and opportunities of the model seemed to outnumber perceived weaknesses and threats.

 

Strengths

                        Current practitioners teach realities of clinical/operational environment

                        Students benefit from real-life clinical situations

                        Researchers bring current theory and state-of-the-art clinical procedures to operations/clinical   setting

                        Promotes interdisciplinary teamwork

                        Brings systems knowledge to students

                        Brings QI knowledge to students

                        Patients benefit from the combined expertise of the model

                        Number of faculty increases

 

 Weaknesses

                        Push-pull of academic responsibilities vs. clinical time

                        Push-pull of operational responsibilities vs. academic accountabilities

                        Not all practitioners can teach

                        Adequate resources (number of faculty, space, equipment, technical assistance)

                        Maintaining performance standards for all faculty

 

Opportunities

                        Cutting edge education

                        Differentiate Rush from other universities

                        Promotes integration of education, research and clinical

 

Threats

                        Budgetary/productivity constraints cut into FTE assignment

                        Outcome measures?

 

Publications about the Rush Model

Meyer DH, McCarthy PA, KloddDA, GaseorCL. (1995). The teacher-practitioner model at Rush-Presbyterian-St. Luke’s Medical Center. American Journal of Audiology, 4: 32-35.

Cochran LL, AmbutasSA, Buckley JK, D’ArcpSJ. et al. (2000). The unification model: a collaborative effort. Nursing Connections 13: 21-33.

                        ChristmanL. (1979). The practitioner-teacher. Nursing Educator, 4:8-11

Campbell B.C. (1982). After fifty years of graduate education: A return to the practitioner/teacher model. Hospital & Health Services Administration, Sept/Oct: 45-54.

Hegyvary, S. T. (1984). Toward collaboration of nursing education, practice and research. Division of Nursing, Health and Human Services, Rockville, MD, July 23, 1984.

Llewellyn J. (1985). The integrated role of practitioner faculty. In Barnard, K.E. & Smith G.R. Faculty practice in action. Kansas City, MO: American Academy of Nursing

Montgomery LD, Enzbrenner, LR, & Lerner, WM (1991). The practitioner-teacher model revisited. The Journal of Health Administration Education, 9: 9 -24.

 

 

 

 
 
October 18, 2011 Teaching AcademySomething Old, Something New: The Practitioner-Teacher (P-T) Model, Dianne Meyer, PhD, associate professor and chair, Dept. of Communication Disorders & Sciences, section director, Dept. of Otolaryngology.


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