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2012 isdl conf_payne
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Transcript of 2012 isdl conf_payne
Shelley Payne, DHS, PT, ATC
Peter Rundquist, PhD, PT, Julie Gahimer, EdD, PT,
Bill Harper, PhD
“Guided by integrity, life-long learning, and a commitment to comprehensive and accessible health programs for all people, physical therapists and physical therapist assistants will render evidence-based services throughout the continuum of care and improve quality of life for society.” (Vision 2020, APTA)
Be prepared to be a
lifelong learner and
keep current with
evidence-based
professional practice.
(ACOTE Standards,
January 2008)
Evidence Based Care
Life-long Learners
Reflection
Set professional
learning goals
Assess professional
knowledge needs
Execute a learning
plan
Evaluate outcomes of
learning plan Shokar, 2002
Huynh, 2009
Healey, 2008
PHYSICAL THERAPY OCCUPATIONAL THERAPY
National Physical
Therapy Examination
(NPTE)
Clinical Performance
Instrument (CPI)
GPA standards
National Board for
Certification in
Occupational Therapy
(NBCOT)
AOTA Fieldwork
Performance Evaluation
GPA standards
Component of the learning profile associated with life-long learning skills and attitudes
Concept first developed by Malcolm Knowles (1975)
Learner can diagnose their learning needs, seek and use appropriate solutions, and self-evaluate their performance
Lucy Guglielmino
58 item self-report
instrument
5 point Likert scale
scoring for each item
Well validated within
the literature
Max=290
Average score= 126
Score ≥ 227= “highly
self-directed”
Clinical
Education
Real Patients
Real Settings
CI Feedback
PT and OT students NOT “highly self-directed”;
nursing, physician assistant, medical technolgy
students & faculty WERE (Linares, 1999)
SDLRS weakly correlated (.26) to higher
ratings of medical students by clinical
preceptors (Shokar, 2002)
Advanced pharmacy practice experiences did
not have a significant impact (Huynh)
1) To determine if the final clinical education
experience improves the SDLR of Doctorate of
Physical Therapy (DPT) and Master of
Occupational Therapy (MOT) students
2) To determine if there was a difference in self-
directed learning readiness between DPT and
MOT students
1) There will be no significant difference for DPT
or MOT students after their final clinical
education experience for their scores on the
SDLRS
2) There will be no significant difference between
DPT and MOT students in pre-test or post-test
scores for SDLR
Email to program directors to request permission to solicit participation from 3rd year DPT and 2nd year MOT students from each institution
On-site recruitment
Consented individually
Consent structured to provide informed consent for pre-test and post-test
Subjects completed
assessment packet
containing SDLRS
Pre-test: within one
month prior to
beginning final clinical
experience
Post-test: within one
month of completion
after final clinical
experience
Able to combine data from the individual institutions to represent the PT and OT professions
2x2 mixed model ANOVA used to analyze the SDLRS scores between professions and across time
Alpha level set at .05 for all analyses
Response rate of 73%
102 individuals
completed the pre-test
100 completed the
post-test
Subjects
Female
Male
Program
n
Pre-test SDLRS mean
Standard Deviation
Post-test SDLRS mean
Standard Deviation
PT 62 224.29 17.59 231.58 18.02
OT 40 221.30 20.93 225.55 21.92
Significant difference
in pre-test to post-test
SDLRS mean scores
(p=.01)
DPT and MOT
students had a
significant increase in
SDLRS scores from
pre-test to post-test
1) There will be no difference in student scores on
the SDLRS after the final clinical experience
This hypothesis was rejected
SDLRS scores increased significantly after the clinical
experience for both groups.
2) There will be no significant difference between
DPT and MOT students for the SDLRS scores at
pre-test or post-test
This hypothesis was accepted
No significant difference between DPT and MOT
students for SDLR at pre-test or post-test
Pre-test scores
indicated both groups
were „average‟ self-
directed learners
Post-test scores for
both groups improved
for both groups
DPT students at post-
test were „above
average‟
PT and OT students to be „average‟ with regard
to SDLRS scores (Linares)
Mean values for SDLRS in this study were
lower than those reported for medical students
(Shokar)
SDLR scores were not improved after
advanced pharmacy practice experiences
(Huyhn)
Clinical education
is a vital
component to the
development of
DPT and MOT
students as life-
long learners
Clinical education
also increased the
students‟ level of
intrinsic motivation
for learning
Program Program Length
Clinical Education Length
University “A” DPT
36 months 39 weeks
University “B” DPT
36 months 32 weeks
University “A” MOT
30 months 30 weeks
University “B” MOT
27 months 30 weeks
Self-report instrument
Larger DPT sample
Results may not be generalizable beyond
these institutions
Longitudinal analysis would be better for curricular
evaluation purposes
Correlate SDLRS scores to GPA,
board examinations, or clinical evaluation
scores
Life-Long Learners
Modified Instructional Strategies
Curriculum Evaluation Tools [SDLRS & AMS]