Perceptions among occupational and physical therapy students of a nontraditional methodology for teaching laboratory gross anatomy

2011 ◽  
Vol 4 (2) ◽  
pp. 71-77 ◽  
Author(s):  
K. Jackson Thomas ◽  
Bryan E. Denham ◽  
John D. Dinolfo
Keyword(s):  
Physical Therapy ◽  
Gross Anatomy ◽  
Physical Therapy Students ◽  
Teaching Laboratory ◽  
Occupational And Physical Therapy

Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students

2008 ◽  
Vol 1 (5) ◽  
pp. 199-206 ◽  
Author(s):  
James W. Youdas ◽  
Brianna L. Hoffarth ◽  
Scott R. Kohlwey ◽  
Christine M. Kramer ◽  
Jaime L. Petro
Keyword(s):  
Physical Therapy ◽  
Gross Anatomy ◽  
Peer Teaching ◽  
Physical Therapy Students ◽  
Human Gross Anatomy ◽  
Teachers And Students ◽  
Peer Teachers

scholarly journals Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

2014 ◽  
Vol 11 ◽  
pp. 1 ◽  
Author(s):  
Beven Livingston ◽  
Mary Lundy ◽  
Shana Harrington
Keyword(s):  
Academic Performance ◽  
Physical Therapy ◽  
Student Assessment ◽  
Gross Anatomy ◽  
Assessment Instrument ◽  
Physical Therapy Students ◽  
Positive Experience ◽  
Team Based Learning ◽  
Gross Anatomy Course ◽  
Successful Academic

Purpose: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). Methods: The TBL-SAI was administered to 85 Doctor of Physical Therapy (DPT) students, comprising three cohorts (classes of 2013, 2014 and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: Students' Perceptions of Accountability, Preference for Lecture or TBL, and Student Satisfaction. Results: The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean = 37.97, 95% CI [35.67, 40.26]) reported significantly higher satisfaction than that of the 2013 group (mean = 32.71, 95% CI [30.31, 35.05]) and the 2014 group (mean = 33.11, 95% CI [30.69, 35.53]). The 2015 group (mean = 125.3, 95% CI [120.6, 130.3]) also had a significantly higher total score than that of the 2013 group (mean = 115.6, 95% CI [110.5, 120.5]).Conclusion: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

Comparing Moral Reasoning Across Graduate Occupational and Physical Therapy Students and Practitioners

2020 ◽  
Vol 74 (4_Supplement_1) ◽  
pp. 7411500076p1
Author(s):  
Brenda Howard ◽  
Cheyenne Kern ◽  
Olivia Milliner ◽  
Lindsey Newhart ◽  
Sarah Burke
Keyword(s):  
Physical Therapy ◽  
Moral Reasoning ◽  
Physical Therapy Students ◽  
Occupational And Physical Therapy

The Effectiveness of Using Simulated Patients versus Videotapes of Simulated Patients to Teach Clinical Skills to Occupational and Physical Therapy Students

1997 ◽  
Vol 17 (3) ◽  
pp. 159-172 ◽  
Author(s):  
Lili Liu ◽  
Phyllis Schneider ◽  
Masako Miyazaki
Keyword(s):  
Physical Therapy ◽  
Group Process ◽  
Clinical Skills ◽  
Simulated Patient ◽  
Simulated Patients ◽  
Physical Therapy Students ◽  
Group Participation ◽  
Rating Form ◽  
Treatment Plans ◽  
Occupational And Physical Therapy

Seventy-three occupational and physical therapy students participated in two seminars. In one seminar, students interacted directly with a simulated patient; in the other, students viewed a videotape of a simulated patient interacting with a clinician. Each student submitted the following for each seminar: a list of problems and treatment plans, a rating form indicating satisfaction with group participation, and a rating form indicating satisfaction with topics covered. Within-group comparisons showed that identification of patient problems by the students tended to agree with expert clinicians in the simulated patient condition when compared with the videotape condition although this difference failed to reach significance ( P=0.056). More of the student treatment plans agreed with expert clinicians in the videotape condition when compared with the simulated patient condition ( P<0.01). Both group process and content ratings in the simulated patient condition exceeded those in the videotape condition.

An acute interprofessional simulation experience for occupational and physical therapy students: Key findings from a survey study

2017 ◽  
Vol 31 (3) ◽  
pp. 317-324 ◽  
Author(s):  
Erin M. Thomas ◽  
Melinda F. Rybski ◽  
Tonya L. Apke ◽  
Deb A. Kegelmeyer ◽  
Anne D. Kloos
Keyword(s):  
Physical Therapy ◽  
Survey Study ◽  
Physical Therapy Students ◽  
Occupational And Physical Therapy
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