https://journals.library.columbia.edu/index.php/jcept Columbia University Libraries en-US The Journal of Clinical Education in Physical Therapy 2694-605X https://journals.library.columbia.edu/index.php/jcept/article/view/13817 <p><strong>Introduction</strong>: While both faculty and clinicians acknowledge the importance of the affective domain, they may differ in how much time and emphasis should be placed on its development. This study aims to examine how Doctor of Physical Therapy academic faculty perceive the role of the affective domain in student clinical performance.</p> <p><strong>Purpose</strong>: This study will assess the value academic faculty places on the affective domain of learning and subsequently the amount of time that should be devoted to developing these skills during full-time clinical experiences.</p> <p><strong>Methods</strong>: Academic faculty were asked to complete a Qualtrics survey, created by the authors, to determine value and time to be spent teaching in each domain.</p> <p><strong>Results</strong>: Thirty surveys were completed by academic faculty. The impact of learning domains on performance in full-time clinical experiences was ranked. The value placed in the three domains resulted in the cognitive domain ranking first, followed by affective, and then psychomotor. However, academic faculty prioritizes more time teaching in the psychomotor domain, followed by cognitive and then affective during the clinical experiences.</p> <p><strong>Conclusion</strong>: Physical therapy academic faculty appear to value students’ performance in the cognitive domain highly related to success in clinical experiences, followed by the affective and psychomotor domains. They emphasized that time spent in teaching during the experience should focus on the psychomotor domain, followed by cognitive, and then affective. Academic faculty placed a lower emphasis on students being a positive contributor to the facility, which was the same finding for clinicians’ views in previous research. This may indicate a willingness to allow time for teaching in all areas during clinical experiences.</p> Camilla W. Christopher Brian J. Maloney Copyright (c) 2026 Camilla W. Christopher, Brian J. Maloney https://creativecommons.org/licenses/by-nc-nd/4.0 2026-03-17 2026-03-17 8 10.52214/jcept.v8.13817 https://journals.library.columbia.edu/index.php/jcept/article/view/13413 <p><strong>Purpose:</strong> A clinical instructor (CI) training model where CIs self-identify topics for a director of clinical education (DCE) to address has not previously been investigated. The purposes of this study are to (1) investigate if CIs desire a visit to their clinical site from a DCE and (2) determine questions and concerns for which CIs would seek guidance from a DCE.</p> <p><strong>Methods:</strong> A cross-sectional, open-ended survey sent to 196 staff from a large company provided seven questions with an opportunity for respondents to ask questions of a DCE. Two evaluators independently analyzed text answers for theme identification using a specified coding framework.</p> <p><strong>Results:</strong> Seventy-three participants submitted the survey, receiving a 37% response rate. When asked if they would want a site visit from a DCE, 79% answered yes. There was a total of 85 responses to the question for the DCE to address. Three themes emerged from the open text answers: (1) CIs want training for managing unprofessional student behavior; (2) CIs desire for support of their teaching; and (3) CIs request for assistance in managing the student who is not progressing as expected.</p> <p><strong>Conclusion:</strong> The CIs value a site visit from a DCE for professional development. The CIs requested guidance for addressing unprofessional student behaviors, discussing effective teaching strategies, and managing students who are not progressing as expected. These themes highlight challenges, which can be addressed through DCE-led training during a planned site visit. Such training could help better equip CIs to supervise students effectively and enhance the overall experience as CIs.</p> Alicia Rabena-Amen Fatema Ghani Copyright (c) 2026 Alicia Rabena-Amen, Fatema Ghani https://creativecommons.org/licenses/by-nc-nd/4.0 2026-05-02 2026-05-02 8 10.52214/jcept.v8.13413