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