Innovations in Rehabilitation Sciences Education: Preparing Leaders for the Future

Front Cover
Patricia Solomon, Sue Baptiste
Springer Science & Business Media, Dec 6, 2005 - Medical - 208 pages
We are most fortunate to be housed in an institution that embraces risk taking and innovation in education. Part of the joy of working at McMaster University is the sense that you will be supported in your efforts to develop new ways of facilitating learning even if these are not always successful. We are privileged to work with a group of exceptional colleagues who embrace - novation and strive for ongoing excellence in education. Their commitment and - thusiasm emerges through the reading of the chapters. Patricia Solomon Sue Baptiste Hamilton,Ontario December,2004 Contents VII Contents Chapter 1 Skills for the Rehabilitation Professional of the Future Patricia Solomon, Sue Baptiste New Skills for the Changing Practice Context . . . . . . . . . . . . . . . 2 Self-directed and Lifelong Learning Skills . . . . . . . . . . . . . . . . 3 Evidence-based Practice Skills . . . . . . . . . . . . . . . . . . . . . . 4 Consultation Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Professionalism and Ethical Decision Making . . . . . . . . . . . . . . . 6 Barriers to Implementing Innovative Curricula . . . . . . . . . . . . . . 7 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Chapter 2 Curriculum Development and Design Sue Baptiste, Patricia Solomon The Pedagogical Framework: Problem-based Learning . . . . . . . . . . 12 Approaching the Task of Curriculum Renewal . . . . . . . . . . . . . . . 13 Where to Begin? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Designing Our New Programs . . . . . . . . . . . . . . . . . . . . . . . 16 Redevelopment Within a Problem-based Learning Culture . . . . . . . . 18 Integration of Experiential Practice Preparation Within a Problem-based Learning Framework . . . . . . . . . . . . . . . 18 Evaluation Within a Graduate Problem-based Learning Framework . . . . 19 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 VIII Contents Chapter 3 Strategies for Integrating Basic Sciences in Curriculum Hallie Groves Basic Sciences in an Integrated Curriculum: What to Learn? . . . . . . . 24 Strategies for Integrating Basic Sciences into Innovative Curricula . . . . 25 Selecting Learning Resources . . . . . . . . . . . . . . . . . . . . . . . .
 

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Contents

The genesis of this book arose from our educational consultations with many physio
2
Contents New Skills for the Changing Practice Context 2 Selfdirected and Lifelong Learning Skills
4
Conclusion
8
Hamilton Ontario
12
Designing Our New Programs
16
References
22
Hallie Groves
23
Facilitating the Learning of Basic Sciences
31
Chapter 7
95
December 2004
103
SummaryLessons Learned
106
Chapter 8
113
Conclusion
129
The Written Word
143
Penny Salvatori
157
Autobiographical Submission
163

Chapter 4
39
BonnyJung
42
Lessons Learned
46
Appendices
56
Lori Letts
59
Strategies for Developing an Evidencebased Culture
64
Clinical Skills Courses
69
Chapter 6
75
Lessons Learned
89
Lessons Learned
170
Jennifer Cano
175
The Context of Northern Rural and Remote Practice
177
Outcomes
187
Conclusion
188
Use of the Program Logic Model Approach
197
References
203
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About the author (2005)

Over the past three decades, since emigrating to Canada from Britain, Sue Baptiste has significantly influenced Canadian occupational therapy through her unique and innovative approaches to practice, leadership, education, and research. Her work as leader of a large occupational therapy program through the 1970s and 80s led to the development of organizational models integrating practice, student education, and clinical research. The growth of many occupational therapists in Canada has been fostered through Sue's mentorship and enthusiastic support of excellence. An internationally renowned leader in problem-based education, Sue has facilitated the development of problem-based, self-directed learning across many disciplines. Her abiding interest in issues of culture and organizational change characterize her research.
Sue is an author of the Canadian Occupational Performance Measure, an outcome measure used throughout the world. Sue has an unequalled ability to challenge long held assumptions (with humour) while positively facilitating change to ensure excellence in occupational therapy.
"Mary Law, PhD, OT Reg (Ont.)"
Professor and Associate Dean, School of Rehabilitation Science
Co-director, CanChild Centre for Childhood Disability Research
McMaster University
Hamilton, Ontario, Canada
From July/Aug 2002 edition of "OT Now,"
Copyright (c) CAOT Publications, Ottawa, Ontario.
Used with permission.

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