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Intro to Prof Quiz 3
Teaching and Learning in PT
| Question | Answer |
|---|---|
| Reflection | "examiing an expeirence that raises issues/concerns" |
| 3 types of reflection | 1. reflection-in-action (in moment), 2. reflection-on-action (what worked?), 3. reflection for action (what will you do next time?) |
| Reflection-in-action "requires 2 simultaneous levels." What are they? | 1. Interacting with the pt, 2. Continually questioning and adjusting thoughts |
| Reflection-in-action | Questioning/obsessing while interacting with pt |
| Reflection-on-action | What worked? What didn't? Why? |
| Reflection for action | What will you do differently next time? (anticipate problem) |
| Type of reflection: "How can I perform better as a physical therapist?" | Reflection for action |
| Type of reflection: "Why didn't this treatment work?" | Reflection-on-action |
| Content reflection | consider perspective of everyone involved |
| Process reflection | analyze situation to determine the best problem solving strategy |
| Premise reflection | recognize your assumptions |
| "Self-reflection is important for self-____" | assessment |
| 4 activities that assist reflective process | journals, threaded discussions (TDs), blogs, action learning |
| Steps of Clinical Reasoning and Reflection Tool (PT-CRT) (we might not need to know this) | interview, generate hypothesis, examination, evaluation, plan of care, reexaminaiton, outcomes |
| Considerations for teaching: | who is your audience? (learning style, experience, types of learners, what do they want to know?) |
| 4 types of learners (Garmston and Wellman Classificaiton) | Scientist, Professor, Friend, Inventor |
| Type of learner: Scientist | WHY; Wants to know why he/she should pay attention (wants personal connection) |
| Type of learner: Professor | WHAT; Wants to know what is important (wants objective info) |
| Type of learner: Friend | SO WHAT; Want to know how the info is relevant to themselves |
| Type of learner: Inventor | WHAT IF; Wants to know how he/she can creatively use/apply the info to their needs. |
| How to assess audience in PT setting | interviews, questionnaires, med documents |
| Considerations for developing learner-centered behavioral objectives (as a PT) | Begin with end in mind, make outcome-driven objectives (goals) |
| Bloom's 3 domains of learning | cognitive, psychomotor, affective |
| Cognitive domain of learning | develop knowledge + concepts (language-based) |
| Psychomotor domain of learning | motor skills |
| Affective domain of learning | development of attitudes, beliefs, and values |
| ABCD of writing objectives/goals | A. Audience (who?), B. Behavior (what?), C. Condition (when/how?), D. Degree of mastery (how well?) |
| ABCD example of education objective | The student will identify through palpation the sternal origin of the SCM muscle during lab on three separate classmates. |
| ABCD example of therapy goal | The patient will jump forward 12 inches on command with a two foot take off and landing. |
| Individualism (cultural) | values self-reliance/autonomy |
| Collectivism (cultural) | values group effort/harmony |
| Equality vs hierarchy | values egalitarianism vs values status/position |
| Monochronic vs polychronic time | values scheduling (being prompt) vs values multitasking (being late = not as important) |
| Proxemics | concepts of appropriate personal space |
| 4 levels of cultural awareness | Parochial (my way or nothing), Ethnocentrism (my culture is better), Synergistic (my culture = their cultures), Participatory (our way) |
| LEARN Model | Listen (to pt perspective), Explain (your perspective), Acknowledge (differences), Recommend (plan of care), Negotiate (treatment/POC) |
| Modified Explanatory Model (ESFT) | Explanatory (ID pt perception), Social/Financial (ID barriers), Fears/concerns (over illness/intervention), Treatment |
| Considerations for Hispanic American pts | eye contact, polychronic (PT relationship > punctuality), informal, decisions made by eldest man of family |
| Considerations for African American pts | open communication, spirituality, polychronic, respect, matriarchy, eye contact, personal space issues |
| Considerations for Asian American pts | respect for elders + authority, passive learning style |
| Traditionalists | value: conformity, hard work, authority; Challenges: do not like to buck the system |
| Baby Boomers | value: youth, health, team oriented; challenges: judgemental, self-centered |
| Gen X'ers | value: technology, informal; chalenges: skeptical, instant gratification |
| Gen Y'ers | values: street smarts, diversity; challenges: bore easily |
| Teaching Elderly | slow, clear voice, check for hearing/visual impairment |
Created by:
cbaweiss
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