Brown-Cross, D., Rone-Adams, S. Hellman, M. Pfister, S.; Nova Southeastern University, Ft Lauderdale, FL, USA. dcross@nova.edu.

PURPOSE: Introducing students and faculty to communication and collaboration by the use of technology while students are at clinical sites distributed across the US results in efficient and effective problem solving, enhanced monitoring of student projects and continued development of mentor and peer interaction and feedback. DESCRIPTION: Thirty-five students enrolled in a PBL entry-level master of PT program used electronic communication throughout the 18-week final clinical experience. WebCT software provided the framework by which the ACCEs and other faculty members were ableto develop a user-friendly learning environment. WebCT tools used were a calendar of activities, Internet resource lists, electronic bulletin board, Email and Chat functions. Students, ACCEs and other faculty were able to post and provide timely interaction and feedback at times convenient for them. In addition, students and faculty were able to set specific meeting times for chats, which included large as well as small groups. Students were required to post on the electronic bulletin board management project assignments and reflective journals. All students and faculty had access to reading these assignments and journals and providing faculty and peer feedback. OBSERVATIONS: The use of electronic communication during the 18-week clinical internship allowed students and faculty to enhance their communication and timely feedback on clinical issues and clinical assignments. Students and faculty both highly utilized the electronic bulletin board, Email and chat functions. This form of communication also allowed students to continue their peer interaction and feedback, which is so integral during the PBL process in the academic portion of the program. In addition, each student developed a relationship with a faculty mentor during the program and this form of communication allows for continued feedback from that mentor, when the mentor is not acting as the student’s ACCE. CONCLUSIONS: This was the first year of utilizing this tool for communication and collaboration with students at a distance. A process for developing a computer-aided learning environment that engaged students at a distance and promoted academic and clinical success was initiated and was successful. Collaborative learning is a powerful and desirable way to improve the quality of clinical education. Educators who are novices in the use of technology can use this framework for developing technology-mediated collaborative relationships during PT and PTA clinical internships. FUNDING SOURCE: No Funding Sources.

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