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Teaching and Learning in Physical Therapy: From Classroom to Clinic [NOOK Book]

Overview

Have you ever been faced with an instructional challenge such as…

Teaching students about professionalism just before an anatomy midterm or presenting a mandatory in-service to clinicians at the end of a busy summer Friday?

Having your education to patients or community members fall flat? How can you grab...
See more details below
Teaching and Learning in Physical Therapy: From Classroom to Clinic

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Overview

Have you ever been faced with an instructional challenge such as…

Teaching students about professionalism just before an anatomy midterm or presenting a mandatory in-service to clinicians at the end of a busy summer Friday?

Having your education to patients or community members fall flat? How can you grab your learners’ attention, maintain it, and be sure they learned what you wanted them to learn?

Teaching and learning are skills, and like other physical therapy skills, they must be learned and perfected. Teaching and Learning in Physical Therapy: From Classroom to Clinic offers a systematic approach to designing, implementing, and evaluating effective teaching-learning experiences.

Each chapter begins with Objectives that clearly delineate what you will be prepared to do after completing the chapter and concludes with a Summary of the major concepts presented. Stop and Reflect sections allow you to actively engage with the content as you process the information and move through the chapters. Critical Thinking Clinical Scenarios provide multiple opportunities for you to apply and adapt key concepts to real world situations. Finally, concepts are reinforced through frequent Key Points to Remember sections.

Drs. Margaret Plack and Maryanne Driscoll have over 35 years of experience in teaching, research, and clinical practice. Teaching and Learning in Physical Therapy is grounded in current literature and has a theoretical basis in reflective practice, active learning strategies, and brain compatible instruction. Also included in this text are practical strategies that allow students, educators, and clinicians, working with both students and patients, to enhance their critical thinking and clinical decision-making processes in a variety of settings and situations.

Features included:
A user-friendly approach integrating theory and practical application throughout
Classroom and clinical vignettes to reinforce concepts
Integrative problem-solving activities and reflective questions
Ancillary instructors’ material for faculty members
In physical therapy, teaching and learning are lifelong processes. Whether you are a student, clinician, first time presenter, or experienced faculty member, you will find this text useful for enhancing your skills both as a learner and as an educator in physical therapy.
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Editorial Reviews

Doody's Review Service
Reviewer: Justin G Schaedle, PT, DPT, OCS (Butler County Physical Therapy)
Description: This book details strategies for improving the effectiveness of teaching and learning in a wide variety of settings and situations.
Purpose: It aims to raise readers' awareness of the concept that teaching and learning are inseparable and to provide them with the tools they need to become effective educators and learners. Significant emphasis is placed on the idea that how you teach is just as important as what you teach. Effective teaching and learning are paramount to success in all areas of physical therapy.
Audience: Virtually everyone involved in physical therapy is included in the broad audience for this book. Whether you are a clinician, academician, clinical instructor, student, or just involved in physical therapy in some way, you will have the teaching-learning experience on a daily basis.
Features: The book is divided into three distinct sections. The first explores who we are as individuals, how that impacts the teaching-learning experience, and what that means for us as educators. The second section examines the design, implementation, and assessment of effective instruction. The third section focuses on how learning takes place in the clinical setting. This book essentially practices what it preaches, presenting chapters with clearly written objectives, "Stop and Reflect" boxes, diagrams, bulleted "Key Points to Remember," and summaries to maximize learning.
Assessment: Every physical therapist, physical therapist assistant, and student would find this book helpful. The knowledge they would gain would significantly increase the effectiveness of teaching-learning interactions that they have with patients, students, coworkers, and beyond. The book successfully highlights and expands upon many of the important points of APTA's clinical instructor certification course.
From the Publisher

"Teaching and Learning in Physical Therapy is an excellent resource for the health professional that models evidence-based principles by being grounded in strong theoretical and evidence-based approaches to teaching and adult learning within the context of health care."   

— SirReadAlot.org

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Product Details

  • ISBN-13: 9781617114526
  • Publisher: SLACK, Incorporated
  • Publication date: 1/15/2011
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 288
  • Sales rank: 666,748
  • Product dimensions: 8.50 (w) x 11.00 (h) x 0.75 (d)
  • File size: 15 MB
  • Note: This product may take a few minutes to download.

Meet the Author


Margaret M. Plack, PT, EdD, is an associate professor and Interim Senior Associate Dean for the Health Sciences Programs at The George Washington University, Washington, DC. Dr. Plack received her EdD in adult education from the AEGIS Program in the Department of Organization and Leadership at Teachers College, Columbia University, New York. Along with Dr. Driscoll, she has coauthored and taught a graduate course titled "Teaching in Physical Therapy Practice" in several academic institutions. She has also implemented the strategies to be discussed in this text in a number of teaching and learning venues including the American Physical Therapy Association’s Combined Sections Meetings and Annual Conference and various other conferences on medical education. She has been involved in ongoing research related to adult learning principles, reflective practice, and educational outcomes and has published several manuscripts on topics related to this text. Dr. Plack has twice received the Stanford Award from the Journal of Physical Therapy Education for her writing.     

Maryanne Driscoll, PhD
, is an educational psychologist and associate professor in the Doctor of Physical Therapy Program at Touro College in New York. Dr. Driscoll received her PhD in educational psychology from Columbia University, New York. Dr. Driscoll consults with schools and hospitals throughout the metropolitan New York region on effective instruction. With Dr. Plack, she coauthored and taught a graduate course titled "Teaching in Physical Therapy Practice" for 2 post-professional DPT programs, and she teaches similar content in 2 professional DPT programs. She has also implemented the strategies to be used in this text in a number of teaching and learning venues including the American Physical Therapy Association’s Combined Sections Meetings and Annual Conference and various other conferences on medical education. Dr. Driscoll has been involved in ongoing research related to adult learning principles and educational outcomes and has published several manuscripts on topics related to this text.
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Table of Contents

Dedication
Acknowledgments
About the Authors
Contributing Authors
Foreword by Jody S. Gandy, PT, DPT, PhD
Introduction
 
 
Section I         Who Are We As Teachers and Learners?
 
Chapter 1             Filters: Individual Factors That Influence Us as Teachers and Learners
 
Chapter 2             Reflection and Action Learning: Keys to Self-Awareness, Problem Solving, and Continuous
                           Improvement in Practice
 
Chapter 3             The Brain: How Current Concepts in Brain Function May Inform Teaching and Learning
 
Section II       Designing, Implementing, and Assessing Effective Instruction
 
Chapter 4             Systematic Effective Instruction: Keys to Designing Effective Presentations
 
Chapter 5             Design Considerations: Adapting Instruction for Varied Audiences and Formats
 
Chapter 6             Strategies for Teaching and Learning Movement
                                         Joyce R. Maring, PT, EdD
 
Section III      From Classroom to Clinic and Beyond
 
Chapter 7             Communities of Practice: Learning and Professional Identity Development
                               in the Clinical Setting
 
Chapter 8             The Learning Triad: Strategies for Optimizing Supports and Minimizing Barriers to Facilitate Learning 
                           in the Clinical Setting
 
Chapter 9             Patient Education: Facilitating Behavior Change
 
Chapter 10           Harnessing Technology: Tools to Enhance Learning in the Clinic and the Classroom
                               Laurie J. Posey, EdD
 
 
Financial Disclosures
 
Index

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