Physical Medicine Rehabilitation

Innovations in Rehabilitation Sciences Education: Preparing by Patricia Solomon, Sue Baptiste

By Patricia Solomon, Sue Baptiste

We are so much lucky to be housed in an establishment that embraces hazard taking and innovation in schooling. a part of the enjoyment of operating at McMaster college is the experience that you'll be supported on your efforts to increase new methods of facilitating studying whether those aren't continually profitable. we're privileged to paintings with a bunch of outstanding colleagues who include - novation and attempt for ongoing excellence in schooling. Their dedication and - thusiasm emerges throughout the analyzing of the chapters. Patricia Solomon Sue Baptiste Hamilton,Ontario December,2004 Contents VII Contents bankruptcy 1 talents for the Rehabilitation specialist of the long run Patricia Solomon, Sue Baptiste New talents for the altering perform Context . . . . . . . . . . . . . . . 2 Self-directed and lifetime studying talents . . . . . . . . . . . . . . . . three Evidence-based perform talents . . . . . . . . . . . . . . . . . . . . . . four session abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . five verbal exchange abilities . . . . . . . . . . . . . . . . . . . . . . . . . . five Professionalism and moral determination Making . . . . . . . . . . . . . . . 6 boundaries to imposing cutting edge Curricula . . . . . . . . . . . . . . 7 end . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . eight References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . nine bankruptcy 2 Curriculum improvement and layout Sue Baptiste, Patricia Solomon The Pedagogical Framework: Problem-based studying . . . . . . . . . . 12 forthcoming the duty of Curriculum Renewal . . . . . . . . . . . . . . . thirteen the place to start? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Designing Our New courses . . . . . . . . . . . . . . . . . . . . . . . sixteen Redevelopment inside of a Problem-based studying tradition . . . . . . . . 18 Integration of Experiential perform training inside of a Problem-based studying Framework . . . . . . . . . . . . . . . 18 evaluate inside of a Graduate Problem-based studying Framework . . . . 19 end . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 VIII Contents bankruptcy three thoughts for Integrating uncomplicated Sciences in Curriculum Hallie Groves simple Sciences in an built-in Curriculum: What to benefit? . . . . . . . 24 thoughts for Integrating easy Sciences into leading edge Curricula . . . . 25 deciding upon studying assets . . . . . . . . . . . . . . . . . . . . . . . .

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Since students use a range of strategies for their learning, ideally resources should be sufficiently varied and adaptable to be used effectively by different students. Any group of students will likely include individuals who are predominantly visual learners, while others will depend much more on tactile (kinesthetic) or auditory information (Rose 1985). For the student who needs to learn the detailed functional anatomy and movements of the knee, the best resources should include dissected specimens and three-dimensional models that could be examined and manipulated.

By defining a clear and newly articulated set of priorities and guidelines, changes that are being made within the curriculum will be given the vehicle through which impact can be made upon the surrounding environment (Genn 2001). This strategy is part of the first overall phase, the planning phase. This is when the need for change is established and the vision for change is designed. It is during this phase of development that the non-negotiable elements of structure and process are determined.

Once comfortable with innovative programs, faculty do develop satisfaction with PBL or other innovative curricula (Tavanaiepour et al. 2002; Vernon 1995; Vernon and Hosokawa 1996). Faculty can assume a variety of roles in teaching the basic sciences depending on the philosophy and nature of the program and student needs. In the Physiotherapy and Occupational Therapy Programs at McMaster University, students do not have a formal anatomy or other basic sciences courses (Saarinen and Salvatori 1994).

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