Running head: SEMINAR 1 ASSIGNMENT STAGES 1 & 2

Seminar 1 Assignment Stages 1 & 2

Fernandine Ambre (N01147831)
Humber College

SEMINAR 1 ASSIGNMENT

Stage 1: What?

During my first day of internship, only two massage therapy students (Jennifer and Jayde)
were chosen to treat patients. Jennifer asked me to be her assistant to document information
regarding the patients vitals and various assessments, and to help her answer any questions during
the appointment (hers, as well as the patients questions). The patient was complaining of left
posterior shoulder and neck pain, and Jennifer decided to do a cervical assessment. Since the
patient was experiencing pain in both areas, I was contemplating with Jennifer if she had to
complete both assessments in the one-hour appointment. Because both of us were stumped, I asked
our clinical instructor (Melissa Mitchell), Do we have to complete both a cervical and shoulder
assessment, since the patients shoulder did not rule out? She looked at me and gave me a simple
answer: It is best to focus on one assessment, rather than completing two. Just make a note in the
SOAP note that a shoulder assessment is recommended in her next appointment. She then
suggested to do one manual muscle test (posterolateral neck extensor manual muscle test) and one
special orthopedic test (Spurlings test) to complete a thorough cervical assessment. Even though
I didnt actually treat the patient, I still felt kind of embarrassed at the time because Melissa
basically spoon-fed us the answers, instead of us figuring the answers by ourselves. I felt even
more embarrassed when Jennifer looked at me for an answer to her predicament, and I went
straight to the instructor for answers.

Stage 2: So What?

Considering both the positive and negative aspects of the event, I feel there were more of
the latter since my initial reaction demonstrated that I was not prepared to answer my peers
questions and concerns. Therefore, I was unable make a positive first impression of myself to my

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instructor on the first day of clinical internship. Even though a first impression reveals a small
portion of who you are as person, it is a foundation on which other people will judge your potential
in the future (DirecTutor.com, n.d., para. 4). During the event, I drew a blank on the appropriate
manual muscle tests (MMTs) and special orthopedic tests (SOTs) a therapist could complete for a
thorough cervical assessment. Therefore, my first impression to the instructor was not a strong
one: on the upside, I sought help when needed from my instructor. However, I should have used
the available resources first (i.e. Magee textbook, Kendall textbook, my own notes, e.t.c.) than
jumping to conclusion by asking my instructor.

When Jennifer and I were considering to complete both assessments (shoulder and
cervical), we should have asked the following questions to make an informative decision: do I
have time to complete both assessments? What would be the patients thoughts in completing
another assessment (putting ourselves in the patients shoes)? Frustrated? Angry? Is self-doubt
causing the patient to be in disbelief of our ability to complete an assessment in time for a
massage? Even though I did not physically treat the patient, I let down my fellow peer as an
assistant because of my unpreparedness and lack of analysis of situation before seeking answers
from my instructor. Ultimately, the instructor is there to guide us in the right direction in clinical
internship. The instructor (could also be considered as a mentor) is there as a cheerleader to
challenge our assumptions (Management Mentors, 2012, para. 4) to create informative decisions
based on the present information, our own observations and analysis. In this situation, I basically
skipped all those steps and went straight to the easiest solution to a difficult situation.

Another question to consider was: Did I handle the situation with professional competence
during my interaction with my instructor? According to Finch (2015, p.g. 227), professional

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competence is the habitual and judicious use of communication, knowledge, technical skills,
clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual
and community being served. I handled the situation in a way that would get the assessment done
faster, but then deprived myself from critically analyzing the situation (essentially, thinking on my
own).

Possible Solution #1: Be prepared for each incoming patient (whether it be your own or just
helping another peer)

Knowing where your resources are and knowing how to search for the right answers is
important to treat patients because it demonstrates your ability to reference your current knowledge
of the concept. Resources also involves the use of Practice Perfect Canada in clinical internship to
look at the patients previous SOAP notes and whether he/she has come to the clinic before with
the same ailment. This will you give a general idea of the patients complaint to prepare a plan for
the assessments.

Possible Solution #2: Carefully think of open-ended questions to ask the instructor in order to get
to the answers yourself (clearly communicate your thoughts to create an opinion based upon your
understanding, then hear feedback from others)

According to Finch (2015, p.g. 6), clear communication is important in order for the right
questions to be asked and answered. Specific to this situation, open-ended questions are important
to allow the person asking the question to interpret the information on his/her own, instead of
getting one word/statement answers. Other peoples opinions are important to listen to; however,

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if you only rely on one opinion without making your own, there is no thought process to the current
situation and you are not challenging yourself to think critically.

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6
References

DirecTutor.com. (n.d.). Making a good first impression. Retrieved from

http://www.directutor.com/content/making-good-first-impression

Fitch, P. (2015). Talking body listening hands: A guide to professionalism, communication and
the therapeutic relationship. Boston: Pearson.

Management Mentors. (2012, Dec 19). Business mentoring: 5 key roles mentors play. Retrieved
from http://www.management-mentors.com/about/corporate-mentoring-mattersblog/bid/92398/5-Key-Roles-Mentors-Play