Case studies to integrate students’ discipline knowledge and clinical reasoning skills with psychosocial, cultural and ethical perspectives
University: Curtin University of Technology
Teaching and learning strategy
Case studies are used to provide a 'systems integrated' approach to the curriculum. They provide a platform for applying discipline knowledge, reinforcing principles and concepts, problem solving, clinical reasoning and critical thinking. The case studies also provide a medium for incorporating psychosocial, cultural and ethical issues and an international perspective into the undergraduate curriculum. The case studies are used to assist students with the management of patient problems with increasing levels of complexity whilst ensuring that they understand the limitations of their own skills. Whilst these case studies are horizontally integrated into the curriculum, students are also facilitated to develop skills for lifelong learning.
For the tutorial sessions, real life case studies of increasing complexity are developed and students are required to prepare relevant written work prior to class using self directed activities to guide their learning. Tutorial classes of two hours duration are used to develop students' critical thinking, problem solving and communication skills and explore the clinical reasoning associated with client problems. In the week following the class, students are required to submit a written report that requires students to reflect on their learning in the session and develop a patient evaluation, analysis, management plan and any other information required specifically for the rehabilitation of the patient.
Master classes provide an opportunity for students to observe an experienced physiotherapist assess and treat a real patient/client and discuss the clinical reasoning process used to determine the most appropriate management plan. Prior to the master class, students are encouraged to review the theory and practice related to the client's problem.
The session begins with an explanation and discussion of relevant background information, assessment and treatment of the patient/client, followed by further discussion of the assessment findings, clinical reasoning processes used in determining the results of assessment findings, development of a problem list and intervention strategies using an evidence-based approach. During this session, students participate in active discussion prior to and following the arrival of the client. These sessions allow students to participate in the critical thinking processes required in client management.
Professional Practice and Psychosocial streams for all entry level programs.
The majority of units occur in the second and third years of the BSc program and the first and second year of the Master of Physiotherapy (Graduate Entry) program.
See 'Teaching and learning strategy' (above)
The 'systems integrated' approach and development of critical thinking.
The School of Physiotherapy uses an online unit and course evaluation system known as Course Evaluation on the Web (CEW). This includes quantitative and qualitative feedback. This system is described in detail in an accompanying submission of an example of good teaching and learning practice in undergraduate and graduate entry Physiotherapy courses.
Students rate their satisfaction with the case studies very highly and provide qualitative feedback about each unit of study in which case studies are used.
Changes occur continuously as a result of student feedback and teacher reflection from CEW.
Contact details
Name: Sue Jones
Address: School of Physiotherapy, Curtin University of Technology, GPO Box U1987, Perth WA 6845