Good Practice in Australian Physiotherapy Education
Introduction to Physiotherapy in Women’s Health using self-directed learning, interactive teaching, and peer and self assessment
21 April 2009
Theoretical framework - of essential content material pertaining to Physiotherapy in Women's Health and the principles of adult learning and student-centered teaching: lectures and practical classes that modeled adult-learning interactive principles and practices, and a detailed resource manual.
Experience in the principles and practices of self-directed learning, interactive teaching and peer and self-assessment:
- Formulation of a criteria list for evaluation of the presentations. This is complied from their responses to the question - " Think back on your past learning experiences. What factors made some of them particularly effective, meaningful and long-lasting?"
- Research in pairs of an allocated topic and formulation of interactive teaching strategies for their content area. They also have free access to a resource room equipped with a range of reference material - books, articles, tapes, videos - and teaching aids for use in classes.
- Class outline - written assignment of class objectives, content, teaching methods and ideas for evaluation of effectiveness. This is handed in for assessment and feedback, and any necessary adjustments can then be made before they give their class.
- Presentation of their class material - role-playing as a childbirth educator, presenting their topic area to their tutorial group who in turn were role-playing as expectant parents.
- Peer evaluation via provision of anonymous feedback - using the previously student established criteria list, students give anonymous written feedback to each other regarding which factors s/he managed well in their class segment and what needed to be improved.
- Self-evaluation of their own teaching.
At the completion of this unit students should be able to:
- State the essential elements of physiotherapy content, skills and attitudes relevant to Women's health.
- Describe and apply processes of active self-directed group learning and interactive teaching that are appropriate for childbirth education classes.
- List and apply principles of peer and self-evaluation of group teaching
- Value the use of active group teaching processes and self and peer evaluation in facilitating learning.
- Aspects of the teaching and learning practice which make it particularly effective.
- minimal lectures
- identification and formulation of their own criteria
- particular emphasis being given to valuing students' contributions and accepting different ideas
- students being both participants and presenters
- student experience with identifying aspects of effective teaching practice that they can apply to any group process
n/a
Students filled in a detailed Likert-style evaluation form based on the unit objectives. They also filled in open questions for free comments.
Consistently positive. Results from both sources indicate strong student support for student-centered teaching and learning methodology.
Not really. Minor modifications only.
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| intro to physiotherapy in women's health using self-directed learning, interactive teaching, and peer and self assessment.pdf | 72.72 KB |