An evaluation method for determining the integration of teaching and learning theories and strategies into clinical practice for DPT students

Purpose : To determine a DPT studentÕs ability to perform their role as educator prior to a full time internship, objectives were blended between two concurrent DPT courses, Principles of Teaching and Learning and Clinical Integration Seminar. An oral defense tool that integrates didactic preparation, clinical reasoning and critical thinking into clinical application was designed to assess the studentÕs competency in this role.Description : Students were assigned the project of creating a tri-fold patient education brochure. The topic of the brochure was determined by developing a PICO question on a current patient. Incorporating evidence-based practice, a literature search and an annotated bibliography directed the student to the content of the brochure. From the brochure a brief case scenario was designed by both instructors. This scenario served as the basis for the oral defense. For each scenario, the patient's learning style and barriers to learning were predetermined by the instructors and introduced during the oral examination. A rubric was designed that addressed key psychological and motor learning theories, and selected Clinical Performance Instrument educational behaviors. The focus of the oral competency was to determine the studentÕs ability to identify patient learning style, barriers to learning, and readiness to learn. The studentÕs teaching intervention was evaluated on their ability to integrate their patientÕs learning assessment into the specific task based clinical intervention. Upon completion of their intervention the student was required to describe and defend the educational process that was delivered to insure the patient learned.Summary of Use : Oral competency provided the opportunity for both course instructors to evaluate the studentÕs ability to execute their teaching intervention and defend their teaching strategies. A real time, brief patient case scenario offered the instructors a dynamic evaluation opportunity. As various learning styles and barriers to learning were introduced critical thinking and clinical reasoning skills were assessed.Importance to Members: In todayÕs healthcare environment teaching and learning skills are necessary to advance the physical therapistÕs role as educator. It is imperative that DPT students demonstrate competency in their ability to educate varied audiences in a professional and population specific manner. To insure competency, prior to clinical internship, an oral defense tool and process to integrate teaching and learning theory and strategies, critical thinking and clinical reasoning for DPT students was designed.

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  • Control #: 2018041
  • Type: Poster
  • Event/Year: CSM2015
  • Authors: Irene De Masi, Patricia A. Carey
  • Keywords: Physical Therapist as educator|Critical thinking|Oral defense tool

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