Teaching and Learning in Physical Therapy From Classroom to Clinic

Teaching and Learning in Physical Therapy: From Classroom to Clinic, Second Edition is based on the teaching, research, and professional experiences of Drs. Margaret Plack and Maryanne Driscoll, who together have over 60 years of experience. More importantly it contains practical information that allows students, educators, and clinicians to develop optimal instructional strategies in a variety of settings. Clinical scenarios and reflective questions are interspersed throughout, providing opportunities for active learning, critical thinking, and immediate direct application.

Grounded in current literature, the Second Edition is geared for physical therapists, physical therapist assistants, students, educators, and other health care professionals. By extending the principles of systematic effective instruction to facilitate critical thinking in the classroom and the clinic, and providing strategies to enhance communication and collaboration, the Second Edition has a strong theoretical basis in reflective practice, active learning strategies, and evidence-based instruction.

Features:

• A user-friendly approach integrating theory and practical application throughout
• Classroom/clinical vignettes along with integrative problem solving activities and reflective questions to reinforce concepts
• Key points to remember and chapter summaries throughout
• Updated references and suggested readings at the end of each chapter

Instructors in educational settings can visit www.efacultylounge.com for additional material to be used for teaching in the classroom.

In physical therapy, teaching and learning are lifelong processes. Whether you are a student, clinician, first time presenter, or experienced faculty member, you will find Teaching and Learning in Physical Therapy: From Classroom to Clinic, Second Edition useful for enhancing your skills both as a learner and as an educator in physical therapy.
 

Margaret M. Plack, PT, DPT, EdD, is a professor in the Doctor of Physical Therapy (DPT) Program at The George Washington University School of Medicine and Health Sciences, Washington, DC. She received her baccalaureate degree in Physical Therapy and her master’s degree in Physical Therapy with a specialization in developmental disabilities from New York University, NY. Once joining the academic community, she went on to obtain her EdD in adult education from the Department of Organization and Leadership at Teachers College, Columbia University, NY, and followed with her post- professional DPT degree from Nova Southeastern University, Fort Lauderdale, FL. With Dr. Driscoll, she coauthored and taught a course titled “Teaching in Physical Therapy Practice” in several entry- level and post- professional DPT programs. Currently, Dr. Plack presents annually at a faculty development workshop for new faculty with Dr. Driscoll. She has been involved in ongoing research related to adult learning principles, educational outcomes, and reflective practice. Dr. Plack has more than 40 publications on teaching and learning and has provided more than 135 educational presentations and workshops in physical therapy education, medical education, and higher education venues both nationally and internationally on topics to be discussed in this text. She has received a number of awards for her research related to the scholarship of teaching, including the Stanford Award from the Journal of PhysicalTherapy Education (2005 and 2007), the Emerald Literati Network from the Journal of Workplace Learning (2010), and the J. Warren Perry Distinguished Author Award from the Journal of Allied Health (2013) She also received the Award for Leadership in Education from the Education Section of the American Physical Therapy Association in 2011.

Maryanne Driscoll, PhD, is an educational psychologist and associate professor in the DPT program at Touro College, New York, NY. Dr. Driscoll received her PhD in educational psychology from Teachers College, Columbia University, NY. She consults with schools and hospitals throughout the metropolitan New York region on effective instruction. With Dr. Plack, she coauthored and taught a course titled “Teaching in Physical Therapy Practice” for 2 post-professional DPT programs, and also teaches similar content in 2 professional DPT programs. Dr. Driscoll has 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 Conferences and various other conferences on medical education. She 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.
 

Dedication
Acknowledgments
About the Authors
Contributing Authors
Foreword by Michael Pagliarulo, PT, MA, EdD, BA, BS
Introduction
Section I Who Are We as Teachers and Learners?
Chapter 1 Filters: Individual Factors That Influence Us as Teachers and Learners
Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD
Chapter 2 Reflection and Questions: Developing Self- Awareness and Critical Thinking for Continuous Improvement in Practice
Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD
Chapter 3 Communication and Conflict Negotiation: Facilitating Collaboration and Empowering Patients,
Family Members, and Peers
Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD
Chapter 4 The Brain: Translating Current Concepts in Brain Science to Inform the Practice of Teaching
and Learning
Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD
 
Section II Designing, Implementing, and Assessing Effective Instruction
Chapter 5 Systematic Effective Instruction 1: Keys to Designing Effective Presentations
Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD
Chapter 6 Systematic Effective Instruction 2: Going Beyond the Basics to Facilitate Higher- Order and
Critical Thinking
Elizabeth Ruckert, PT, DPT, NCS, GCS and Margaret M. Plack, PT, DPT, EdD
Chapter 7 Systematic Effective Instruction 3: Adapting Instruction for Varied Audiences and Formats
Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD
Chapter 8 Motor Learning: Optimizing Conditions for Teaching and Learning Movement
Joyce R. Maring, PT, DPT, EdD and Susan Joy Leach, PT, PhD, NCS, CEEAA
Chapter 9 Patient Education: Facilitating Behavior Change
Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD
 
Section III From Classroom to Clinic and Beyond
Chapter 10 Communities of Practice: Learning and Professional Identity Development in the Clinical
Setting
Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD
Chapter 11 The Learning Triad: Optimizing Supports and Minimizing Barriers to Learning in the Clinical
Setting
Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD
Chapter 12 Teaching and Learning in the Clinical Setting: Striving for Excellence in Clinical Practice
Aaron B. Rindflesch, PT, PhD, NCS; Heidi J. Dunfee, PT, DScPT; and Margaret M. Plack, PT, DPT, EdD
 
Chapter 13 Harnessing Technology: Enhancing Learning in the Clinic and the Classroom
Laurie J. Posey, EdD and Laurie B. Lyons, MA
 
Financial Disclosures
Index