1 Supplementary Material APTA New Faculty Workshop 2013 - Stephanie Kelly, UIndy Learning Styles, Active Learning, Generic Abilities: Strategies for Success AND Teacher Preparation: Course Design SUPPLEMENTARY PACKET Education Section New Faculty Development Workshop Stephanie P. Kelly, PT, PhD May 16-19 th, 2013 Indianapolis, IN
2 Supplementary Material APTA New Faculty Workshop 2013 - Stephanie Kelly, UIndy Professional Behaviors/ Affective Behaviors for Physical Therapists APTA Core Values, 2009 APTA Values-Based Behaviors for the PTA, 2011 May et al, 2010 Jette et al, 2003 Wolff-Burke, 2005 Accountability Altruism Critical Thinking Professionalism Responsibility for learning Altruism Caring and Compassion Communication Critical Thinking Communication skills Compassion / Caring Continuing Competence Problem Solving Professional Development Empathy Excellence Duty Interpersonal Skills Personal Balance Professionalism Integrity Integrity Responsibility Working Relationships Professional Duty PT/PTA Collaboration Professionalism Communication Management Undesired behaviors Social Responsibility Responsibility Use of Constructive Feedback Interpersonal Skills An attitude Social Responsibility Effective Use of Time and Resources Stress Management Commitment to Learning Lack of interest Poor communication Unprofessional behavior
3 Supplementary Material APTA New Faculty Workshop 2013 - Stephanie Kelly, UIndy
4 Supplementary Material APTA New Faculty Workshop 2013 - Stephanie Kelly, UIndy COGNITIVE DOMAIN Levels Description Outcome Terms Sample Objective Remembering by recognition or recall Cite, count, duplicate, define, draw, label, list, The student will define the center of Remembering of facts, terms, basic concepts match, name, record, repeat, recognize, recall, gravity Remembering Applying Analyzing Evaluating Creating Understanding and explain the stated meaning, ideas or concepts Solving problems by applying acquired knowledge, facts, theories, techniques, in a new or different situation Breaking down material into parts and relating how the parts are organized Justifying a position, new pattern or structure Creating a new point of view or product reproduce, state, underline Classify, describe, discuss, explain, express, identify, locate, report, review, tell, translate, outline, rephrase Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, solve, use, simulate Analyze, appraise, categorize, compare, contrast, debate, diagram, differentiate, discriminate, examine, question, test, sequence, simplify Appraise, argue, assess, defend, judge, select, support, value, evaluate, integrate, manage, propose, adapt, elaborate Assemble, construct, create, design, develop, formulate, generate, write, originate The student will describe principles of the center of gravity involved in body movement The student will demonstrate how center of gravity relates to balance The student will compare how center of gravity differs in maintaining sitting, stooped, and standing postures The student will justify selection of an appropriate transfer technique using principles of center of gravity Given a patient scenario, the student will design a wheelchair-to-car transfer that uses the principles involved in the body s center of gravity Revised from: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
5 Supplementary Material APTA New Faculty Workshop 2013 - Stephanie Kelly, UIndy AFFECTIVE DOMAIN Receive Responding Valuing Organization Levels Description Outcome Terms Sample Objective Open to experience, willing to hear Accept, attend, develop, realize, receive, The student will recognize the role that other and direct attention recognize, reply, listen, take part, be open to, disciplines play in the health care Characterization (can not be formally taught) Complying with a suggestion, react and participate actively Accepting values as a belief, express as personal opinion or belief Conceptualize a value, reconcile internal conflicts, develop a value system Adopt a belief system and philosophy, act in accordance with values that are integrated into a total philosophy or world view listen, focus, acknowledge Behave, complete, comply, cooperate, discuss, examine, observe, respond, clarify, provide other references and examples, contribute, present Accept, balance, believe, defend, devote, influence, prefer, pursue, seek, value, challenge, debate, refute, justify, persuade, criticize Discriminate, display, favor, judge, order, organize, relate, weigh, prioritize, reconcile, compare, contrast, arrange, formulate Internalize, verify, influence, display environment The student will provide examples of what other disciplines contribute to the management of a patient The student will seek input from a member of another discipline for input to improve patient management without cuing from the instructor The student will formulate a plan for patient management that appropriately integrates input from other disciplines The student will internalize the importance of an interdisciplinary team approach and act consistently with those beliefs
6 Supplementary Material APTA New Faculty Workshop 2013 - Stephanie Kelly, UIndy PSYCHOMOTOR DOMAIN Levels Description Outcome Terms Sample Objective Perception Becoming aware of objects, qualities, Distinguish, hear, see, smell, taste, or relations through the senses, touch selecting relevant cues, and relating to motor acts Set Guided Response Mechanism Complex Overt Response Adaptation Origination Being ready for response through mental, physical, and/or emotional set Overt behavioral act under the guidance of an instructor, or following a model or criteria Learned response becomes habitual, responding to the demands of the situation with proficiency and confidence Performance of a complex motor act without hesitancy and with coordinated motor control Altering motor activities to meet demands of problematic situations Creating new motor acts or ways of manipulating materials Adjust, approach, locate, place, position, prepare Copy, determine, discover, duplicate, imitate, repeat, replicate, follow Adjust, build, illustrate, indicate, manipulate, mix, set up, implement, execute Calibrate, coordinate, demonstrate, maintain, operate, reliably execute Adapt, build, change, develop, supply, coordinate, modify, solve Construct, create, design, produce, invent The student will distinguish between various wheelchair-to-mat transfers The student will appropriately prepare and position oneself to engage in a wheelchair-tomat transfer The student will replicate a wheelchair-to-mat transfer following demonstration by an instructor The student will perform a wheelchair-to-mat transfer on three different patients from case scenarios The student will perform a wheelchair-to-mat transfer on an actual patient with hemiplegia The student will appropriately adapt a wheelchair-to-mat transfer for use between two uneven surfaces for a patient with hemiplegia. The student will develop an appropriate transfer technique for a patient to transfer from the wheelchair to a comfortable chair while performing a home visit.
7 Supplementary Material APTA New Faculty Workshop 2013 - Stephanie Kelly, UIndy References and Resources Adams CL. A comparison of student outcomes in a therapeutic modalities course based on mode of delivery: hybrid versus traditional classroom instruction. J Phys Ther Educ. 2013:27(1);20-34. American Physical Therapy Association. Professionalism in Physical Therapy: Core Values. Available at: http://www.apta.org/professionalism/ Accessed: June 18, 2012. American Physical Therapy Association. Values-Based Behaviors for the Physical Therapist Assistant. Available at: http://www.apta.org/valuesbasedbehaviors/ Access: June 18, 2012 Anderson LW, Krathwohl DR. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom s Taxonomy of Educational Objectives. New York: Addison Wesley Longman, Inc. 2001. Angelo RA, Cross PK. Classroom Assessment Techniques, 2 nd ed. San Francisco: Jossey-Bass; 1993. Bain, K. What the best college teachers do. Cambridge, MA: Harvard University Press; 2004. Bayliss AJ, Warden SJ. A hybrid model of student-centered instruction improves physical therapist student performance in cardiopulmonary practice patterns by enhancing performance in higher cognitive domains. J Phys Ther Educ. 2011:25(3);14-20. Bogod, Liz. LdPride.net. Learning Styles Explained. Available at: LdPride.net/learningstyles.MI.htm Accessed: July 13, 2006 Boissonnault W, Morgan B, Buelow J. A comparison of two strategies for teaching medical screening and patient referral in a physical therapist professional degree program. J Phys Ther Educ. 2006;20(1):28-36. Brookfield SD. Becoming a critically reflective teacher. San Francisco, CA; Jossey-Bass; 1995. Brown DD, Wise HH. Service learning to facilitate attainment of professional practice expectations in prevention and health promotion. J Phys Ther Educ. 2008;21(3):59-64. CAPTE Accreditation Handbook. Available at: http://www.capteonline.org/home.aspx Accessed: June 18, 2012 Chapman A. Kolb learning styles. Available at http://www.businessballs.com/kolblearningstyles.htm Accessed: June 18, 2012. Deck, Michelle L. Instant Teaching Tools for the New Millennium. Mosby. 2004.
8 Supplementary Material APTA New Faculty Workshop 2013 - Stephanie Kelly, UIndy Doyle T. Helping students learn in a learner-centered environment. Sterling, VA:Stylus Publishing; 2008. Felder R. Learning styles. Available at http://www4.ncsu.edu/unity/lockers/users/f/felder/public/learning_styles.html Accessed: May 6, 2011 Felder, Richard. Resources in Science and Engineering Education. Available at: http://www.ncsu.edu/felder-public/rmf.html. Accessed: June 18, 2012. Fink DF. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Franciso: Jossey-Bass; 2003 Gleeson PB. Understanding generational competence related to professionalism: misunderstandings that lead to a perception of unprofessional behavior. J Phys Ther Educ. 2007;21(3):23-28. Goulet C, Owen-Smith P. Cognitive-affective learning in physical therapy education: from implicit to explicit. J Phys Ther Educ. 2005;19:67-72. Graham CL. Conceptual learning processes in physical therapy students. Phys Ther. 1996;76:856-865. Hauer P, Straub C, Wolf S. Learning styles of allied health students using Kolb s LSI-IIA. J Allied Health. 2005;32:177-82. Jensen GM, Gwyer J, Hack LM, Shepard KF. Expertise in Physical Therapy Practice. Boston: Butterworth Heinemann; 1999. Jette DU, Portney LG. Construct validation of a model for professional behavior in physical therapist students. Phys Ther. 2003;83:432-443. Kearsley, Greg. Explorations in Learning and Instruction: The Theory into Practice Database. Available at: http://tip.psychology.org/index.html Accessed: May 6, 2010 Kern DE, Thomas PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach, 2 nd ed. Baltimore: John Hopkins University Press; 2009. Kolb DA. Learning Styles Inventory. Boston: McBer and Co., 1985. Lake DA. Student performance and perceptions of a lecture-based course compared with the same course utilizing group discussion. Phys Ther. 2001;81(3):896-902. May WW, Morgan B, Lemke JC, et al. Model for ability-based assessment in physical therapy. J Phys Ther Educ. 1995;9:3-6.
9 Supplementary Material APTA New Faculty Workshop 2013 - Stephanie Kelly, UIndy McKeachie WJ, Svinicki M. McKeachie s Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 12 th ed. Boston: Houghton Mifflin Company; 2006. A Normative Model of Physical Therapist Professional Education: Version 2004. AND A Normative Model of Physical Therapist Assistant EducatIon: Version 2007. Alexandria, VA: American Physical Therapy Association; 2004. Available for purchase at: http://iweb.apta.org/purchase/catalogsearchresults.aspx?option=1&producttypetext=all&producttyp evalue=all&title=&author=&productdesc=normative+model&titletext=item+number+or+title+contain s&authortext=author+name+contains&productdesctext=item+description+contains Accessed: June 18, 2012. Olson VG, Scanlan CL. Physical therapist students learning styles and their teaching method and instructional activity preferences. J of Phys Ther Educ. 2002;16:24-31. Panitz, Theodore. Let the Adventure Begin: Ted s Cooperative Learning Website. Available at: http://home.capecod.net/~tpanitz/. Accessed: June 18, 2012. Papadakis MA, Hodgson CS, Teherani A, Kohatsu ND. Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board. Academic Medicine. 2004;79(3):244-249. Paulson DR, Faust JL. Active Learning for the College Classroom. Available at: http://www.calstatela.edu/dept/chem/chem2/active/index.htm. Accessed: June 18, 2012. Pike, B and Solem, L. 50 Creative Training Closers. San Francisco: Jossey-Bass. 1997. Sandmire DA, Boyce PF. Pairing of opposite learning styles among allied health students: effects on collaborative performance. J Allied Health. 2004;33:156-63. Santasier AM, Plack MM. Assessing professional behaviors using qualitative data analysis. J Phys Ther Educ. 2007;21(3):29-39. Sellheim, DO. Educational factors influencing physical therapist students approaches to learning. J Phys Ther Educ. 2003;17(2):11-21. Shepard KF and Jensen GM. Handbook for Teaching for Physical Therapists. Boston: Butterworth Heinemann, 2002. Silberman, Mel. Active Training, 2 nd edition. San Francisco: Jossey-Bass/Pfeiffer;1998
10 Supplementary Material APTA New Faculty Workshop 2013 - Stephanie Kelly, UIndy Silberman, Mel. Active Learning: 101 Strategies to Teach Any Subject. Allyn and Bacon; 1996. Solomon BA, Felder RM. Index of learning styles questionnaire. Available at: http://www.engr.ncsu.edu/learningstyles/ilsweb.html. Accessed: June 18, 2012 Stumbo T, Thiele A, York AM. Generic abilities as rank ordered by Baby Boomer and Generation X physical therapists. J Phys Ther Educ. 2007;21(2):48-52. Sunda R. Bloom s Critical Thinking Questioning Strategies: A Guide to Higher Level Thinking (Goldilocks and the Three Bears). Available at: uncw.edu/ed/ncteach/documents/blooms%20questioning.ppt Accessed: May 6, 2011 University of Medicine and Dentistry of New Jersey, Center for Teaching Excellence. Active Learning Available at: http://cte.umdnj.edu/active_learning/active_general.cfm. Accessed: June 18, 2012. Wolff-Burke, M. Clinical instructors' description of physical therapist student professional behaviors. J Phys Ther Educ. 2005; 19:67-75. Wong CK, Driscoll M. A modified jigsaw method: an active learning strategy to develop the cognitive and affective domains through curricular review. J Phys Ther Educ. 2007;21(3):15-23.