{'fraction_non_alphanumeric': 0.022172949002217297, 'fraction_numerical': 0.0, 'mean_word_length': 5.7894736842105265, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Using the Constructivist Tridimensional Design Model for Online Continuing Education for Health Care Clinical Faculty

This article presents a new paradigm for continuing education of Clinical Instructors (CIs): the Constructivist Tridimensional (CTD) model for the design of an online curriculum. Based on problem-based learning, self-regulated learning, and adult learning theory, the CTD model was designed to facilitate interactive, collaborative, and authentic learning. The authors conducted experimental research with twenty-one physical therapy (PT) CIs to explore how the participants perceived the usefulness of the online curriculum structured around the CTD model in improving their knowledge in student mentoring. The CTD-inspired module was effective in that the participants perceived an improvement in the quality of their mentoring skills and they were able to maintain best practices.