Classroom to Clinic: How Strong is Our Bridge?

1. Classroom to Clinic: How Strong is Our Bridge?


Very Important	How important do you feel it is to guide your students to bridge academic and clinical learning in a graduate training program? Very Important
Somewhat Important	Somewhat Important
Important	Important
Rarely Important	Rarely Important
Not Important	Not Important

If applicable, how often do you as a clinician consider EBP in planning therapy? Always

Almost always

Sometimes

Rarely

Never

N/A, I do not see clients independently.

What specific steps does your department take to ensure collaboration between clinical and academic faculty? If none, write N/A.

What methods do you use to encourage the transfer of academic knowledge to clinical practice? Please rank the choices from those used most frequently (1) to those used least frequently. By placing a number next to an item you are indicating that you use that method at times. Refer students to research articles
Refer students to consult course notes or textbooks
Encourage students to discuss classroom knowledge during supervisor meetings
Have a class dedicated to clinical issues and EBP
Encourage students to discuss clients with academic faculty
Clinic faculty audit academic courses
Other (please specify)


Always	If your students do not independently provide a research- based rationale for clinical decisions, how often do you guide your students to bridge academic and clinical learning? Always
Almost always	Almost always
Sometimes	Sometimes
Rarely	Rarely
Never	Never