QUALIFICATIONS OF CLINICAL INSTRUCTORS AND THEIR PERCEPTIONS OF STUDENT PERFORMANCE IN A NEW DPT PROGRAM. Corrie Odom*; Jan Gwyer Duke University, Durham, NC UNIQUE: The transition from the MSPT to the DPT curriculum at Duke University embraced a dramatic increase in the length of full time clinical education from 24 weeks to 44 weeks. As part of curricular planning, faculty supported higher expectations and requirements for clinical instructors. Assessment of Clinical Instructor qualifications was conducted during 4 consecutive 20-week internship periods. In addition, clinical instructor feedback was obtained relative to students' performance upon entry and exiting the scheduled internship period. Results provided essential curricular feedback to the faculty relative to clinical instructor qualifications and satisfaction with student preparedness for clinical education. PURPOSE: To obtain information from clinical instructors about their educational background, clinical experience, experience as a clinical instructor, membership in professional associations, perceptions of student strengths and weaknesses upon entering and exiting the internship, and impressions regarding length of the internship period. FOUNDATION: Substantive changes were made to the professional education curriculum at Duke University during the transition to the DPT degree, including the increase in full time clinical education from 24 to 44 weeks. Initial and continuous assessment of clinical instructor qualifications relative to program requirements was necessary to assure that curriculuar expectations were being met. Additionally, feedback from clinical instructors regarding student readiness for internship experiences provided meaningful and timely feedback for faculty. DESCRIPTION: Assessment of primary clinical instructor qualifications and their perceptions of student performance was conducted by mail surveys completed by primary clinical instructors before the end of each 20-week internship period for 4 consecutive 20-week internship periods. OBSERVATIONS: A total of 116 clinical instructors completed and returned survey instruments during a 2-year period. This return was estimated to represent 78% of the clinical instructors during this 2-year period. Results indicated that 55% of the clinical instructors had previously taught Duke students; 49% were APTA members; 36% were APTA credentialed clinical instructors; and 21% held ABPTS or other specialty certifications. Clinical instructors believed that students were well-prepared for their internships and were able to engage in more diverse learning experiences during the longer internship period. CONCLUSIONS: Clinical instructors were highly experienced clinicians and instructors and were committed to teaching Duke students as evidenced by repeat and increasing offers for Duke internships. Raising expectations for clinical instructors may improve the quality of the clinical education experience. Faculty who establish explicit requirements for clinical instructors must continuously assess the effectiveness of their internal and external efforts to secure qualified clinical faculty. Assessment instruments that encourage feedback from clinical instructors about curricular content and student preparation provide meaningful information for faculty and enhance communication between clinical and academic facultly. FUNDING SOURCE: None KEYWORDS: clinical education, instructors, qualifications Copyright 2009 by the American Physical Therapy Association. Requests for reprints should be directed to the corresponding author of the article. Educators, students, and other academic customers may receive permission to reprint copyrighted material from Physical Therapy (ISSN 1538-6724) by contacting the Copyright Clearance Center Inc, 222 Rosewood Dr, Danvers, MA 01923. Other types of customers who want permission to reprint should contact the APTA Editorial Office, Attn: Physical Therapy.