A Cardiopulmonary Instructor's Perspective on a Standardized Patient Experience: Implications for Cardiopulmonary Physical Therapy Education
Standardized patients (SP) in Doctor of Physical Therapy (DPT) curricula are increasingly used for students to practice developing clinical reasoning, communication, and professional skills in an authentic learning environment. The purposes of this article are to: (1) describe an instructional model...
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Veröffentlicht in: | Cardiopulmonary physical therapy journal 2011-09, Vol.22 (3), p.21-30 |
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container_title | Cardiopulmonary physical therapy journal |
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creator | Cahalin, Lawrence P Markowski, Alycia Hickey, Mary Hayward, Lorna |
description | Standardized patients (SP) in Doctor of Physical Therapy (DPT) curricula are increasingly used for students to practice developing clinical reasoning, communication, and professional skills in an authentic learning environment. The purposes of this article are to: (1) describe an instructional model that synthesized SPs, Internet-based communities of practice, and reflection to teach clinical reasoning in DPT students; and (2) a cardiovascular and pulmonary physical therapy (CPPT) instructor's perspective on the educational process and student clinical skill development.
The model, employed in a course: "Integrative Physical Therapy Practice," enabled the instructor to document student clinical performance and reasoning during an SP interaction. For students, clinical reasoning was illuminated through the model's assessment process. Data collected through the assessment process provided important feedback to the instructor on classroom instructional effectiveness.
Examination of student learning experiences enabled the instructor to consider: (1) key aspects of examination and management for persons with cardiovascular or pulmonary disorders, (2) methods for visualizing clinical reasoning, (3) the impact of teaching on student learning, and (4) strategies for teaching CPPT. More research is indicated to investigate pedagogy for the development of clinical reasoning in DPT students. |
doi_str_mv | 10.1097/01823246-201122030-00005 |
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The model, employed in a course: "Integrative Physical Therapy Practice," enabled the instructor to document student clinical performance and reasoning during an SP interaction. For students, clinical reasoning was illuminated through the model's assessment process. Data collected through the assessment process provided important feedback to the instructor on classroom instructional effectiveness.
Examination of student learning experiences enabled the instructor to consider: (1) key aspects of examination and management for persons with cardiovascular or pulmonary disorders, (2) methods for visualizing clinical reasoning, (3) the impact of teaching on student learning, and (4) strategies for teaching CPPT. More research is indicated to investigate pedagogy for the development of clinical reasoning in DPT students.</description><identifier>ISSN: 1541-7891</identifier><identifier>EISSN: 2374-8907</identifier><identifier>DOI: 10.1097/01823246-201122030-00005</identifier><identifier>PMID: 21886477</identifier><language>eng</language><publisher>United States: Wolters Kluwer Health, Inc</publisher><subject>Clinical medicine ; Education ; Independent study ; Learning ; Methods ; Physical therapy</subject><ispartof>Cardiopulmonary physical therapy journal, 2011-09, Vol.22 (3), p.21-30</ispartof><rights>Copyright Cardiopulmonary Physical Therapy Journal Sep 2011</rights><rights>Copyright 2011 Cardiovascular and Pulmonary Section, APTA 2011</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2414-624a1479918abef9c10a2fe4a4853efcaaadbc7db49e75eaa2a8371dd52af3e33</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC3163414/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC3163414/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,723,776,780,881,27901,27902,53766,53768</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/21886477$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Cahalin, Lawrence P</creatorcontrib><creatorcontrib>Markowski, Alycia</creatorcontrib><creatorcontrib>Hickey, Mary</creatorcontrib><creatorcontrib>Hayward, Lorna</creatorcontrib><title>A Cardiopulmonary Instructor's Perspective on a Standardized Patient Experience: Implications for Cardiopulmonary Physical Therapy Education</title><title>Cardiopulmonary physical therapy journal</title><addtitle>Cardiopulm Phys Ther J</addtitle><description>Standardized patients (SP) in Doctor of Physical Therapy (DPT) curricula are increasingly used for students to practice developing clinical reasoning, communication, and professional skills in an authentic learning environment. The purposes of this article are to: (1) describe an instructional model that synthesized SPs, Internet-based communities of practice, and reflection to teach clinical reasoning in DPT students; and (2) a cardiovascular and pulmonary physical therapy (CPPT) instructor's perspective on the educational process and student clinical skill development.
The model, employed in a course: "Integrative Physical Therapy Practice," enabled the instructor to document student clinical performance and reasoning during an SP interaction. For students, clinical reasoning was illuminated through the model's assessment process. Data collected through the assessment process provided important feedback to the instructor on classroom instructional effectiveness.
Examination of student learning experiences enabled the instructor to consider: (1) key aspects of examination and management for persons with cardiovascular or pulmonary disorders, (2) methods for visualizing clinical reasoning, (3) the impact of teaching on student learning, and (4) strategies for teaching CPPT. More research is indicated to investigate pedagogy for the development of clinical reasoning in DPT students.</description><subject>Clinical medicine</subject><subject>Education</subject><subject>Independent study</subject><subject>Learning</subject><subject>Methods</subject><subject>Physical therapy</subject><issn>1541-7891</issn><issn>2374-8907</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNplkV9rFDEUxYModq1-BQm-9Gk0_2aS-CCUZasLhS5Yn8PdzB13ysxkTGaK62fohzZ128VqXm7g_u7hHA4hlLP3nFn9gXEjpFBVIRjnQjDJCpZf-YwshNSqMJbp52TBS8ULbSw_Ia9SumGMV0Kql-REcGMqpfWC3J3TJcS6DePc9WGAuKfrIU1x9lOIZ4luMKYR_dTeIg0DBfp1gqG-v_iFNd3A1OIw0dXPEWP-efxI1_3YtT4vwpBoE-J_-pvdPmWgo9c7jDDu6aqeD_xr8qKBLuGbh3lKvl2srpdfisurz-vl-WXhheKqqIQCrrS13MAWG-s5A9GgAmVKiY0HgHrrdb1VFnWJAAKM1LyuSwGNRClPyaeD7jhve6x9jhChc2Ns-2zQBWjd083Q7tz3cOskr2R2kAXOHgRi-DFjmlzfJo9dBwOGOTljdMmyGZvJd_-QN2GOQ07nLJOlZFrrDJkD5GNIKWJztMKZuy_cPRbujoW7P4Xn07d_RzkePjYsfwMXpKso</recordid><startdate>201109</startdate><enddate>201109</enddate><creator>Cahalin, Lawrence P</creator><creator>Markowski, Alycia</creator><creator>Hickey, Mary</creator><creator>Hayward, Lorna</creator><general>Wolters Kluwer Health, Inc</general><general>Cardiopulmonary Physical Therapy Journal, Inc</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>4T-</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88C</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>K9.</scope><scope>KB0</scope><scope>M0S</scope><scope>M0T</scope><scope>NAPCQ</scope><scope>PHGZM</scope><scope>PHGZT</scope><scope>PJZUB</scope><scope>PKEHL</scope><scope>PPXIY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>S0X</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>201109</creationdate><title>A Cardiopulmonary Instructor's Perspective on a Standardized Patient Experience: Implications for Cardiopulmonary Physical Therapy Education</title><author>Cahalin, Lawrence P ; 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The purposes of this article are to: (1) describe an instructional model that synthesized SPs, Internet-based communities of practice, and reflection to teach clinical reasoning in DPT students; and (2) a cardiovascular and pulmonary physical therapy (CPPT) instructor's perspective on the educational process and student clinical skill development.
The model, employed in a course: "Integrative Physical Therapy Practice," enabled the instructor to document student clinical performance and reasoning during an SP interaction. For students, clinical reasoning was illuminated through the model's assessment process. Data collected through the assessment process provided important feedback to the instructor on classroom instructional effectiveness.
Examination of student learning experiences enabled the instructor to consider: (1) key aspects of examination and management for persons with cardiovascular or pulmonary disorders, (2) methods for visualizing clinical reasoning, (3) the impact of teaching on student learning, and (4) strategies for teaching CPPT. More research is indicated to investigate pedagogy for the development of clinical reasoning in DPT students.</abstract><cop>United States</cop><pub>Wolters Kluwer Health, Inc</pub><pmid>21886477</pmid><doi>10.1097/01823246-201122030-00005</doi><tpages>10</tpages></addata></record> |
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source | Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; PubMed Central |
subjects | Clinical medicine Education Independent study Learning Methods Physical therapy |
title | A Cardiopulmonary Instructor's Perspective on a Standardized Patient Experience: Implications for Cardiopulmonary Physical Therapy Education |
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