the power of teaching handout - cdn.ymaws.com€¦ · the power of teaching, the ripple effects in...

3/16/17

1

The POWER of Teaching, the Ripple Effects in Clinical Practice.

John DeWitt, PT, DPT, SCS, ATC Mel Kidder, PT, DPT, OCS

Objectives:

By the end of this presentation, the audience will: •  Discuss evidence to promote the clinical physical

therapist as an educator. •  Describe strategies to train clinicians to become more

effective educators within clinical practice. •  Analyze how residency and fellowship teaching

experiences enhance the clinical culture that positively impacts clinical practice and inter-collaborative partnerships.

•  Discuss how the integration of post- professional programs facilitates talent recruitment, development, and retention.

• 

2

Ripple effect - a spreading, pervasive, and usually unintentional effect or influence - Merriam Webster

3

3/16/17

2

Mel

Patients = 16 yrs

Residents = 20

Students = 192

CI = 7

Jacque

Patients =10 yr, community ed 50

Residents = 3

Students = 354

4

Unlimited potential!

Patients

Roody

Patients = 4 yr, community 400

Students (PT and DO) = 216

What is YOUR professional dream?

5

PTs as Educators

Why do we all need to be educators?

6

3/16/17

3

PTs as Educators

•  APTA Educational Strategic Plan ‒  Goal 15:

Provide opportunities for academic and clinical faculties to develop approaches to teaching using evidenced-based strategies that are effective in promoting learning

•  APTA Vision Statement for 2020 - ….”Guided by integrity, lifelong learning, and commitment to comprehensive and accessible health programs for all people…”

•  Embedded in all components of clinical care and all core documents. (CPI, Guide, etc.)

•  Elements of education in Descriptions of Specialty Practice (DSP)

PTs as Educators: Descriptions of Specialty Practice

BEHAVIORAL SCIENCES: Teaching and Learning

EDUCATION CONSULTATION and ADVOCACY

Teaching and Learning Theory1234

Implementing and evaluating and educational plan13

Education and Health Promotion2345

Principles of Adult Education1234

Peer-assessment2

Teaching Methodology123

Interacting with Community-based organizations, residency programs234

Student Instruction1234

1: Neurologic 2: Geriatric 3: Pediatric

4: Orthopedic 5: Sports

PTs as Educators

9

PT

Patients

Continuing Education Instruction

Academia

Clinical Instructor

(CI)

Community Education

Residency/Fellowship

Mentor

3/16/17

4

Patient Education

Audience

Impact

PTs as Educators

10

Community Education

Audience

Impact

PTs as Educators

11

Academia Audience

Research

Service

Impact

Role?

PTs as Educators

12

3/16/17

5

Integrated Model of Clinical Development

13

Level of Clinical Development

Teaching Implications

Novice

Novice

Advanced Beginner

Advanced Beginner

Novice Advanced Beginner Competent Proficient Expert Master

(Carraccio, 2008 and Tichenor, 2010)

Clinical Instructor

Audience

Support

Flexible

Impact

PTs as Educators

14


15



Novice

Novice

Advanced Beginner Advanced Beginner

Competent Competent



3/16/17

6

CEU Instructor

Audience

Location

Impact

Endurance

Time and $

PTs as Educators

16



17

Level of Clinical Developement Teaching Implications

Competent

Competent

Proficient Proficient

Expert Expert

Master

Master


Residency/ Fellowship

Audience

Impact

PTs as Educators

18

3/16/17

7






Competent

Competent

Proficient Proficient

Expert

Expert

Master

Master

20

PTs as Educators: Expert Practice

Expert practitioners are thought to “do something better,” because they know how to do the “right thing at the right time,” and thereby “provide better care.” (Rothstein JM, 1999)

21

3/16/17

8

22

Vital components in expert practice •  Knowledge •  Adaptability •  Individualized patient-

centered care •  Psychosocial sensitivity •  Accountable •  Excellent observational

skills •  Excellent listening skills

(Jenson, et al 2007)

Attributes of an expert practitioner •  Recognizes patterns or features •  Work toward understanding problem •  Collaborates with patient, colleagues •  Good at self assessment and

metacognition •  Uses various means of clinical

reasoning •  Highly reflective

Developing expertise- •  Attained in a stepwise fashion •  Moves from deliberate, explicit thinking ->

intuitive thinking based on knowledge and experience

•  component is reflection

PTs as Educators: Expert practice

PTs as Educators: Expert practice

24

“A means by which practitioners can develop a greater self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development” (Osterman and Kottkamp, 1993)

REFLECTION

3/16/17

9

Clinical Reasoning

Cognition The process of

acquiring knowledge by the use of reasoning, intuition or perception

Knowledge Possession of

information, facts, ideas, truths or

principles Metacognition “the use of different

strategies for thinking more

deeply about [your] thinking or clinical

reasoning”

25

Metacogni5on? •  “Assis5ng a resident to learn how to assess or cri5que his/her own clinical performance is essen5al and a founda5onal component of the reflec5ve process. Residents must then be able to use different strategies for thinking more deeply about their thinking or clinical reasoning, a process called metacogni*on. The use of worksheets and clinical supervision prepara5on forms that focus on clinical reasoning and judgment are good metacogni5ve tools. Mentors have a good grasp of clinical knowledge aNained through reflec5on on their experience. They challenge residents with ques5ons to facilitate that same growth and development of the resident’s clinical knowledge. Residents must con5nue to self-‐assess performance as a tool for advancing clinical reasoning”

•  (APTA, AAOMPT Guidelines ’01) 26

PTs as Educators: Mentors

Often, resident focuses on practice techniques and insufficient time is devoted to clinical reasoning and patient management skills.

27


(Shepard and Jensen, 2002.)

3/16/17

10

PTs as Educators: Mentors Metacogni5on (goals of mentoring)

o Monitor clinician’s thinking processes and conclusions

o Detect rela5onships and inconsistencies between clinical data and clinical paNerns

o Reflect on soundness of observa5ons and conclusions

o Cri5que the reasoning process itself – what have I missed?

28

PTs as Educators: Mentors

Six Roles of a Mentor 1.  Teacher – enhances person’s skill, intellect 2.  Sponsor – uses his/her influence to for the benefit of the

protégé 3.  Host and guide – professional socialization for values,

resources, contacts, customs 4.  Exemplar – role model 5.  Counselor - moral support •  All need to occur in a mentoring relationship

29

(Levinson 1978)

PTs as Educators: CI vs Mentor?

•  (Jenson GM, et al. 2000)

30

Student Resident •  Goal is to move toward “entry-

level” •  Need close supervision to abide

by state and regulatory laws/rules

•  Guidance needed for learning, initiative

•  Assist them in learning basic skills

•  Goal is to move them toward expert practice

•  Licensure not an issue so supervision corresponds to need only

•  Residents take initiative or guided to delve deeper, research, justify, explain

•  Assist them in learning more advanced skills

CI for Student

Mentor for Resident

3/16/17

11

31

Acedemic Faculty Role Models/Mentors

CI Professional Collegues/Mentors

Involved in prof org, PT ed, & clinical practice

Involved in prof org & activities

Involved in prof org & activities, encourage prof engagement

Dedicated to their field and students

Dedicated to their patients, being a patient advocate

Dedicated to their work and patients.

Knowledgeable and up to date

Open, clear and honest in communication, clear expectations, feedback

Knowledgeable and current in their area of practice.

Encourage students to think critically and ask “why”

Patient, made student feel comfortable and welcome.

Creative “Think outside the box”

Modeled Evidence Based Practice

Treated student as member of the team.

Collaborator, “team player”

(+) & respectful with students Respectful of students and prof colleagues

Modeled prof behaviors: Respectful of students and prof colleagues

Well-rounded

Committed to assisting student to learn

Supportive of CI as a clinician and cliniacal teacher, took under their wing

(Jenson et al, 2013)

Why does it benefit you to step into the role as an educator?

•  Gratifying to help others •  Pure enjoyment of teaching •  YOU will LEARN

32

To teach is to learn… a generally accepted concept

“Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.”

–  Chinese Proverb “To teach is to learn”

-Japanese proverb

3/16/17

12

To teach is to learn: Laying the foundation

•  Evidence that teaching

encourages learning and deeper learning

(Reyes-Hernandez et al, 2015)

To teach is to learn: Cogni5ve effects of teaching

Preparing to teach

Presenting to the students

Responding to questions

3 stages of teaching

(Bargh et al 1980)

Tutors learn by explaining

Comprehension-‐monitoring

Answering ques5ons

Genera5ng and

ar5cula5ng explana5ons

Use of examples

Selec5ng and summarizing main ideas

Meta memory

3/16/17

13

Peer teachers learn more when using

higher metacognitive

abilities

Integration

Comprehension-monitoring Reflection

(Amorosa et al, 2011)

To teach is to learn

To teach is to learn

(Bargh and Schul,1980) (Fiorella and Mayer, 2014)

Study for the test

Prepare to teach Teach

To teach is to learn– Medical education

•  Residency teaching model (Jibson et al, 2010) •  Faculty intentional with teaching to residents •  Outcomes of each program included an increased career

focus on future teaching activities •  Didactic teaching, professional teaching (ie CEUs),

presentations, and clinical education of future residents.

•  Near peer teaching, a medical school equivalent, provide med students valuable input for clinical and communication skills and enhance their professional development . (Alkhail, 2015)

3/16/17

14

To teach is to learn: Near-Peer teaching

Teacher-Student •  Traditional model

Near-Peer •  2-5 years more

experience than the student

•  Social and cognitive congruence with student

•  Similar learning experiences

Peer –Peer • Peer tutoring = 1:1 teaching

• Resident to resident • Resident to clinician/colleague

To teach is to learn: PT-related evidence

•  Near-peer teaching in gross anatomy by 2nd year DPT students to 1st year DPT students ‒  Students

•  Found it useful in their learning •  Increased performance on practical exam

‒  Peer tutors •  Increased their understanding of anatomy •  Enhanced their teaching skills •  Improved organizational and time management skills •  Increased confidence

(Youdas et al 2008)

Why does it benefit you to step into the role as an educator?

AVOIDS STAGNATION of our profession

42

3/16/17

15

Flow of Knowledge:

43

Student

Professor

CI

Resident/Fellow

Mentor

Lab

45

3/16/17

16

46

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Sports Residency

2018

Ortho Residency

Pediatric Residency

Neurologic Residency

Upper Extremity Athlete Fellowship

OMPT Residency

Geriatric Residency

Women’s Health Residency

Performing Arts Fellowship

47

Program Resident/Fellows PT School Alumni

Sports Residency Jennifer Fath Angelo State University 17 Alumni

Katilyn Schlueter Duke University

Mitch Therriault Duke University

Orthopaedic Residency Tessa Kasmar Marquette University 12 Alumni

Rachel King Marquette University

Neurologic Residency Nathan Casey Cleveland State University 11 Alumni

Douglas Eck

Virginia Commonwealth University

Pediatric Residency Lyndsey Tobias The Ohio State University 7 Alumni

Upper Extremity Athlete Fellowship Jeremy Harris Youngstown State University 5 Alumni

OMPT Fellowship Cody Mansfield Duke University New

Danielle Chelette Duke University

Geriatric Residency (Candidacy)

Sarah Kidd The Ohio State University New

Women’s Health Residency (Candidacy)

OSU OP Rehab New

Performing Arts Fellowship (Candidacy)

OSU Sports Medicine New

Why Residencies and Fellowships

Talent Recruitment

71 residents/fellows (current and alumni)

Talent Development

Didactic curriculum Teaching Research Mentored clinical practice

Talent Retention

33% stay with OSUWMC or partner institution

3/16/17

17

What does this mean for our clinics?

•  76 Board Certified specialists (OCS, SCS, NCS, GCS, WCS) ‒  33% residency trained

•  3 FAAOMPTs •  39 Residency Faculty members •  23 of adjunct or guest lecturers •  6 pursuing advanced degrees (PhD, MPH, etc) •  32 Presentations at CSM •  Administrative support and recognition

Residency/Fellowship history

50

1900 1980

Medicine 1914

2020

Pharmacy 1963

Nursing 2008

Physical Therapy 1999

1920 1940 1960 2000

ACS published first residency 1940

Dentistry 1975

Occupational Therapy 2015

Athletic Training 2013

Definitions

•  Residency: A post-professional planned learning experience in a focused area of practice.

•  Fellowship: A post-professional planned learning experience in a focused advanced area of practice

www.abprfe.org

3/16/17

18

Framework of a residency program

Description of Specialty Practice

Mentoring

At least 150hrs (1:1 clinical mentoring)

100hrs Resident PCP

50hrs Observation/Other

Didactic

75hrs

Clinical Practice

At least 1500hrs

Event Coverage (Sports only)

200hrs

Teaching is easy…EDUCATION is hard.

• Teaching: Something taught, usually by authority.

• Educating: The process of facilitating leaning or acquisition of knowledge, skills, values, beliefs and habits.

Pedagogy

Andragogy

3/16/17

19

ABPTRFE Mentoring Resource Manual, 2014

Personal •  Capacity for self-reflection/

development •  Willingness to learn/teach •  Eagerness to pursue

excellence •  Trust •  Intellectual humility •  Internal locus of control

Interactions •  Good communicator •  Values partnership •  Demonstrated initiative/

motivation •  Confidence to try something

new •  Commitment to learner

engagement •  Open to Feedback •  Able to function in uncertain

situation

Mentoring: A two way street

You Smell

You Smell

We both Smell

3/16/17

20

Adult Learners – Six Principles

•  MOTIVATED •  EXPERIENCED •  GOAL-ORIENTED •  SEEK RELEVANCY •  PRACTICAL •  VALUE RESPECT

Motivated

•  Definition

‒  Internally motivated and self-directed

•  Facilitator role ‒  Encourage inquiry before

supplying too many facts ‒  Acknowledge and design

instruction to preferred learning style (VARK)

‒  Structure learning to give progressive autonomy

•  Impact ‒  Annual Mentoring in-

services to understand learning style

‒  Senior to junior resident mentoring

Experienced

•  Definition ‒  Bring life experience and

prior knowledge •  Facilitator role

‒  Get to know students, encourage sharing of previous experience

‒  Encourage reflective practice

‒  Assist them to draw on previous experience

•  Impact ‒  Early assessments ‒  Inter-residency

conferences

3/16/17

21

Goal Oriented

•  Definition ‒  Goal-oriented

•  Facilitator Role ‒  Meet with learner to set

personal goals ‒  Provide learning

opportunities in line with goal

‒  Give feedback to modify path toward goal

•  Impact ‒  Semester and weekly

goal development

Relevancy

•  Definition ‒  Want to see the relevance of

the materials/exercises •  Facilitator Role

‒  Reflective exercise on how materials apply to meeting goal

‒  Give choice in learning experience (ie clinic site, elective)

‒  Case-based/problem-based learning opportunities

•  Impact ‒  Added cases to didactic

curriculum ‒  Changed journal club to case-

based experiences

Practical

•  Definition ‒  Want to understand the

practical application of new knowledge

•  Facilitator Role ‒  Introduce clinical

applications to basic science lectures

‒  Promote active participation

‒  Give feedback on learner’s application of knowledge

•  Impact ‒  Added OSCEs and lab to

curriculum ‒  Modified Anatomy lab

experience

3/16/17

22

Respect

•  Definition ‒  Adult learners perform best

when respected •  Facilitator Role

‒  Get to know learner ‒  Encourage respectful

interactions ‒  Regard learner as colleague,

not subordinate ‒  Be receptive and encourage

learner expression of ideas •  Impact

‒  Resident/faculty get-togethers

‒  Annual Residency/fellowship alumni happy hour

‒  Quarterly newsletters to highlight accomplishments

One-minute preceptor

1.  Get a commitment 2.  Probe for Supporting evidence 3.  Reinforce what was done well 4.  Correct mistakes 5.  Teach a principle

Neher, 1992, 2003

Mentoring Video

3/16/17

23

Teaching within the residency

Residents as Teachers (RATs)

•  Positive impact •  Peer teaching enhances learning

‒  Spend 3x more time reviewing content (Peets, 2009) ‒  45-60% better retention (Karpicke)

•  Lack of confidence is common

(Bene, 2014)

How do we integrate teaching into our programs?

•  Residents/fellows ‒  Academic Lab (Classroom) ‒  ICE (integrated clinical experience) ‒  Residency/fellowship conferences ‒  Journal Club ‒  Professional presentations ‒  Academic lecture

•  Faculty ‒  Mentoring ‒  Residency/fellowship conferences ‒  Journal Club

‒  Professional presentations ‒  Academic lecture

3/16/17

24

Teaching in the Residency Graduate Survey

Which program did you complete?

•  29 Total responses ‒  19 OSU Residents ‒  10 CCHMC Residents

What type of teaching was required within your residency program?

Small Group

Teaching (i.e. clinic in-service)

Large Group Teaching (i.e.

residency conference,

grand rounds, etc.)

Lecture within academic PT

program

Laboratory within

academic PT program

Professional

Conference presentation (i.e. CSM, OPTA, etc.)

3/16/17

25

How many hours did you spend/week teaching?

Answer Choices Responses None 0.00% 0-3 51.85% 3-5 14.81% 5-10 33.33% 10-15 0.00% >15 0.00%

Format of teaching skills format

None

One-time retreat or workshop

Lecture(s) on teaching skills

Role-playing

Critiquing residents during or after actual teaching encounters

Practice teaching with standardized students

Facilitated interactive discussions in large groups

Facilitated interactive discussions in small groups

20%: no training at all

56%: would prefer more

Educational responsibility at your current place of employment.

No education role

Clinical instructor

Residency or fellowship mentor/faculty member

Intra-facility presentation

Continuing education instructor

Adjunct faculty member (Entry level

program) Academic faculty member (Entry level

program)

3/16/17

26

Teaching Competency

Clinical Instructor

for PT Student

Small Group Teaching (i.e.

clinic in-service)

Large Group Teaching (i.e.

residency conference,

grand rounds, etc.)

Professional

Conference (i.e. CSM,

OPTA, etc.)

Academic Course

Patient instruction

*COMPARED TO PHYSICAL THERAPISTS WITH EQUAL AMOUNT OF CLINICAL EXPERIENCE

Residency Graduate Comments:

“I believe it was a very important part of my residency. It helped me expand my knowledge

along with become responsible for it. I recommend that anyone looking into a residency

have a teaching component. “

“I specifically chose my residency because there was an opportunity to teach. I found a passion for

teaching I didn't know I had and it was an important part of my drive to gain a deeper

understanding of the content for the sake of the patients.”

DPT Student Survey: comments

“The residents are early in their careers, are close to their last major learning experiences, and have established technique. They also are getting

constant feedback from their own mentors and experience with patients, and so are able to integrate that feedback into what they teach us. It's a fabulous

part of our curriculum.”

“It helps to have a peer who understands what we are going through…., but having a resident present really helped ease the nerves (especially during the

earlier practicals).”

3/16/17

27

Conclusion

•  Ripple effect •  Flight pattern •  Teaching is important to who we are as a profession.

‒  Great value to our patients •  Education is key to expert practice.

‒  Teaching and learning found in DSP •  Teaching strategies can be incorporated in many aspects

of residency training.

Resources

•  Webpage: (www.abptrfe.org) ‒  List of credentialed and developing programs ‒  RF-PTCAS information and application link ‒  FAQ’s re: postprofessional education ‒  Much, MUCH more ‒  Link to Store

•  Description of Specialty Practice documents

•  Section Websites •  Individual Program Websites

‒  Mission, Goals, Objectives ‒  Policies and Procedures ‒  Admission requirements ‒  Financial Information

References 1.  Aba Alkhail B. Near-peer-assisted learning (NPAL) in undergraduate medical students and their perception

of having medical interns as their near peer teacher. Med Teach. 2015;37(s1):S33; S33-S39; S39.

2.  Amorosa JMH, Mellman LA, Graham MJ. Medical students as teachers: How preclinical teaching opportunities can create an early awareness of the role of physician as teacher. Med Teach. 2011;33(2):137-144.

3.  Arco-Tirado J, Fernández-Martín FD, Fernández-Balboa J. The impact of a peer-tutoring program on quality standards in higher education. Higher Education. 2011;62(6):773-788.

4.  APTA AAOMT Guidelines. 2001

5.  APTA CI Educational and Credentialing Program Manual. 2005.

6.  Atkinson RK, Renkl A, Margaret Merrill M. Transitioning from studying examples to solving problems. J Educ Psychol. 2003;95(4):774-783.

7.  Bargh JA, Schul Y. On the Cognitive Benefits of Teaching. Journal of Educational Psychology. 1980;72(5): 593-60

8.  Biswas G. Learning by teaching: A new agent paradigm for educational software. Appl Artif Intell. 2005;19(3-4):363; 363-392; 392.

9.  Carraccio CL, Benson BJ, Nixon J, Derstine PL. From the Educational Bench to the Clinical Bedside: Translating the Dreyfus Development Model to the Learning of Clinical Skills. Academic Medicine. 2008; 83 (8):761-767.

10.  Cohen PA, Kulik JA, Kulik CC. Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal. 1982;19(2):237-248.

11.  Coleman EB, Brown AL, Rivkin ID. The Effect of Instructional Explanations on Learning from Scientific Texts. The Journal of the Learning Sciences. 1997; 6(4):347-365

12.  Dangwal R, Kapur P. Learning through teaching: Peer-mediated instruction in minimally invasive education. British Journal of Educational Technology. 2009;40(1):5-22.

3/16/17

28

13. Fiorella L, Mayer RE. Role of expectations and explanations in learning by teaching. Contemp Educ Psychol. 2014;39(2):75-85.

14. Furmedge DS. Peer-assisted learning – beyond teaching: How can medical students contribute to the undergraduate curriculum? Med Teach. 2014;36(9):812; 812-817; 817.

15. Ginsburg-Block M, Rohrbeck CA, Fantuzzo JW. A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. J Educ Psychol. 2006;98(4):732-749.

16. Greenfield BH, Jensen GM, Delany CM, Mostrom E, Knab M, Jampel A. Power and promise of narrative for advancing physical therapist education and practice. Phys Ther. 2015;95(6):924-933.

17.  Hall S, Lewis M, Border S, Powell M. Near-peer teaching in clinical neuroanatomy. The Clinical Teacher. 2013;10(4):230-235.

18.  Hamso M. Medical students as teachers at CoSMO, columbia university's student-run clinic: A pilot study and literature review. Med Teach. 2012;34(3):e189; e189-e197; e197

19. Jensen GM, Gwyer J, Hack LM, Shepard KF. Expertise in Physical Therapy Practice. (2nd ed). St. Louis, MO: Saunders Elsevier; 2007.

20. Jenson GM, Gwyer J, Shepard KF, Hack LM. Expert Practice in Physical Therapy. Phys Ther:2000;83(1):28-43.

21. Karpicke JD. Retrieval-based learning: active retrieval promotes meaningful learning. Curr Dir Psychol Sci 2012 May 30;21(3):157-63.

22. KIRDAHY K, TURNER S, WILLIAMS J. Description of an academic teaching rotation for postgraduate year 1 pharmacy residents. American Journal of Health-System Pharmacy. 2012;69(3):228-231.

23. King A. Transactive Peer Tutoring: Distributing Cognition and Metacognition. Educational Psychology Review. 1998 10(1):57-74

24. Levinson, D.J., et al. (1978). The Seasons of a Man's Life. New York: Alfred A. Knopf, Inc.

25. Neher JO, Gordon KC, Meyer B, Stevens NG. A five step “microskills” model of clinical teaching. J Am Board Fam Pract 1992;5:419-24

26.  Neher JO, Stevens NG. The one-minute preceptor: Shaping the teaching conversation. Fam Med 2003;35(6):391-3.

27.  Peets AD, Coderre S, Wright B, et al. Involvement in teaching improves learning in medical students: a randomized cross-over study. BMC Med Educ 2009;9(1):55

28.  15. Reyes‐Hernández CG, Carmona Pulido JM, De la GC, et al. Near-peer teaching strategy in a large human anatomy course: Perceptions of near-peer instructors. Anatomical Sciences Education. 2015;8(2):189-193.

29.  16. Rohrbeck CA, Ginsburg-Block M, Fantuzzo JW, Miller TR. Peer-assisted learning interventions with elementary SchoolStudents. J Educ Psychol. 2003;95(2):240-257.

30.  Roscoe RD. Self-monitoring and knowledge-building in learning by teaching. Instructional Science. 2014;42(3):327-351.

31.  Rothstein JM. Foreword II. In: Jensen GM, Gwyer J, Hack LM, Shepard KF. Expertise in Physical Therapy Practice. Boston, Mass: Butterworth-Heinmann, 1999: xviii.

32.  Shepard KF, Jensen GM. Handbook of Teaching for Physical Therapists. (2nd ed). Butterworth Heinemann; Woburn, MA; 2002.

33.  Tichenor CJ, Jenson G, Ciolek C, Matsui I. Residency and Fellowship Mentoring: Advancing the Resident and Developing the Faculty. CSM 2010 2/17/2010 San Diego, CA

34.  Youdas JW, Hoffarth BL, Kohlwey SR,Kramer CM et al. Peer Teach Among Physical Therapy Students During Human Gross Anatomy: Perception of Peer Teachers and Students. Anatomical Sciences Education.2008: 199-206

35.  Zhao G, Ailiya, Shen Z. Learning-by-teaching: Designing teachable agents with intrinsic motivation. Journal of Educational Technology & Society. 2012;15(4, Advanced Learning Technologies):62-74.

83

Thank You wexnermedical.osu.edu

84

the power of teaching handout - cdn.ymaws.com€¦ · the power of teaching, the ripple effects in...

Documents