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Teaching and Learning in Physical Therapy: From Classroom to Clinicis a text seeking to guide the development of effective teaching strategies for use in both the classroom and the clinical setting.Margaret Plack and Maryanne Driscoll have developed this text with over 35 years of experience in teaching, research and clinical work. This experience has given them to opportunity to discover the best ways to students learn at different ages and stages of development.Teaching and Learning in Physical Therapyis grounded in current literature and has a theoretical basis in reflective practice, active learning strategies, and brain compatible instruction. Also included is practical information that allows students, educators, and clinicians, working with both students and patients, to develop instructional strategies that will work best in a variety of settings.Features included: bull; A user-friendly approach integrating theory and practical application throughout bull; References and suggested reading at the end of each chapter bull; Classroom and clinical vignettes to help reinforce concepts bull; Integrative problem solving activities and reflective questionsTeaching and Learning in Physical Therapy: From Classroom to Clinicis applicable in both the classroom and clinical setting, making it ideal for physical therapy students, educators, and clinicians as well as other health care practitioners and educators.
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.
Table of Contents
About the Authors
Foreword by Jody S. Gandy, PT, DPT, PhD
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