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Patient as a Learner > Final exam > Flashcards

Final exam Flashcards

1
Q

T/F: Cultural competency means treating everyone the same way

A

FALSE
it means operating efficiently within a culture different from your own

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2
Q

List some general cultural characterisitics of Asian/pacific islanders

A
  1. oldest male is the decision maker/spokeperson
  2. values family over the individual
  3. avoid conflict and direct confrontation
  4. mental illness may produce guilt or shame
  5. Emphasis on Eastern Medicine present challenge with PT
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3
Q

List some general cultural characteristics for the Hispanic community

A
  1. Address older person by last name
  2. avoid gesturing (some have adverse connotations)
  3. values family over individual
  4. tends to be patriarchal and follows a rigid hierarchial structure
  5. family involvement in healthcare is common
  6. reluctant to share their beliefs w/healthcare providers
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4
Q

List some general cultural characteristics of the African American community

A
  1. Can be patriarchacal or matriarchal
    • tends to be more matriarchal
  2. religion/faith play a large part in culture
  3. strong family ties
  4. strong distrust of medical healthcare providers
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5
Q

List some general cultural characteristics for Caucasian communities

A
  1. most elderly would rather live alone and be self-reliant
  2. roles and duties of family are becoming less dictated by a person’s gender
  3. strong religious beliefs depending on the region
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6
Q

T/F: minorities such as African Americans and Hispanics tend to have more fictive kin?

A

TRUE

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7
Q

Describe the breakdown of years that divide the last few generations

A
  1. Silent generation = born 1925-1942
  2. Baby boomers = born 1943 - 1960
  3. Generation X = born 1961-1981
  4. Millennials = born after 1982-1996
  5. Generation Z = 1997 and onward
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8
Q

List general characteristics of the Silent Generation

A
  1. value hard work and thriftiness
  2. work values of conformity, consistency, and uniformity
  3. Value the system over the individual enteprise
  4. Emphasize traditional morals
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9
Q

List general characteristics of the Baby Boomer generation

A
  1. have the buy now, pay later mentality
  2. equate work with self-worth
  3. driven and dedicated
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10
Q

List general characteristics of Generation X

A
  1. Do not belong to any group
  2. Know how to win
  3. Manage on their own and participate in discussions
  4. Balance job and leisure time
  5. Try to attain several goals at once
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11
Q

List general characteristics of Millennials

A
  1. Optimistic, assertive, positive
  2. Acept authority - are rule followers
  3. accustomed to structure
  4. think of themselves as global
  5. perfer to multitask
  6. have difficulty honing skills of critical analysis necessary to read between the lines
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12
Q

List general characteristics of Generation Z

A
  1. Search for the truth
  2. Don’t abide by labels, appreciate individualism
  3. Solve conflicts and improve the world
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13
Q

Give an example of a learning tool that each generation might appreciate

A
  1. Baby boomers → detailed handouts, note taking
  2. Generation X → programmed instruction done independently
  3. Millennials → creative, innovative interactive exercises
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14
Q

what are the initial steps or questions that should be asked during reflection?

A
  1. What?
  2. So what?
  3. Now what?
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15
Q

List the different types of reflection

A
  1. reflection-in-action
  2. reflection-on-action
  3. reflection-for-action
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16
Q

what is reflection-in-action?

A

looking at things in the moment and continually questioning, observing, assessing, and adjusting our thoughts and actions throughout the treatment session

(active reflection)​

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17
Q

what is reflection-on-action?

A

thinking back on the activity and asking:

what worked and didnt?

why did it work/not work?

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18
Q

what is reflection-for-action?

A

thinking ahead to next time

asking “what might I do if….?”

this is the type of reflection often not performed

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19
Q

List the different frameworks for reflection

A
  1. Content reflecion
  2. Process reflection
  3. Premise reflection
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20
Q

what is content reflection?

A

analysis of the problem/situation from the perspective of all those involved

“what else is going on?”

what is causing the problem?

what else do I need to know?

what am I missing?

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21
Q

what is process reflection?

A

determining how we might approach the situation or what strategies we might choose in addressing the problem

determining problem-solving strategies, determine efficacy of strategies chosen, exploring other available strategeis

thinking about the process

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22
Q

what is premise reflection?

A

(most difficult level of reflection to achieve)

requires analysis and questioning of assumptions as well as assumptions about the problem

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23
Q

what elements are essential to the process of reflection?

A
  1. a trigger event
  2. critical analysis of feelings, thoughts, and knowledge
  3. forming a new perspective after that analysis
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24
Q

T/F: reflection is not a necessary component or key component of self-assessment?

A

FALSE

it is a pivotal part!

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25
Q

what is pedagogy? Andragogy?

A

pedagogy = act of teaching

andragogy = focus on adult learning

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26
Q

List some common learning theories

A
  1. Behaviorism
  2. Cognitive learning theory
  3. experiential/problem solving
  4. social-cultural
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27
Q

What is the behaviorism learning theory?

A

the process of learning involves rewarding correct behavior until the behavior change is demonstrated consistently

works well when teaching a skill with a measurable action

have the pt practice and recieve feedback until mastery

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28
Q

what is the cognitive learning theory?

A

connect old knowledge to new concepts

learning is an active process that involves moving from simple/concrete to complex/abstract

apply by connecting new knowledge to clinical context to improve retention

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29
Q

what is experiental-problem solving learning theory?

A

learn what to do and how to apply it

promotes reflection in action

encourage active learning

well suited to clinical/community settings

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30
Q

What is social-cultural learning theory?

A

learning occurs in the social/practice setting

the learner is able to then venture out into different experiences and learn additional knowledge

utilize role models and mentors

must build self-efficacy in learners to allow them to have incremental success and enhanced participation

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31
Q

List the methods within Kolb’s learning styles inventory

A
  1. Percieving
    • concrete experience → doing/having an experience
    • abstract conceptualisation → concluding/learning from the experience
  2. Processing
    • reflective observation → reviewing/reflecting on the expereince
    • active experimentation → planning/trying out what you have learned
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32
Q

what portion of Kolb’s learning styles inventory involves the processing of info?

A

active experimentation

reflective observation

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33
Q

what portions of Kolb’s learning styles inventory involve perception?

A

concrete experience

abstract conceptualisation

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34
Q

If you take Kolb’s learning style’s inventory you can make a 2x2 matrix and create 4 different learning styles based off of the diffenent combos of perception and processing. List those 4 learning styles

A
  1. Accomodatin (AE + CE)
  2. Diverging (RO + CE)
  3. Converging (AC + AE)
  4. Assimilating (AC + RO)
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35
Q

describe the Diverging learning style

A

feeling and watching (CE + RO)

  1. able to look at things from different perspectives
  2. sensitive
  3. prefer to watch rather than do
  4. view concrete situations at several different viewpoints
  5. Asks WHY? and WHY NOT?
36
Q

describe the Assimilating learning style

A

watching and thinking (AC + RO)

  1. consise, logical approach
  2. ideas and concepts more important than ppl
  3. require good and clear explanation
  4. excel at understanding wide-ranging info and organizing it in a clear logical format
  5. asks “WHAT?”
37
Q

describe the converging learning style

A

doing and thinking (AC + AE)

  1. solve problems and use their learning to find solutions to practical issues
  2. prefer technical tasks
  3. less concerned with ppl and interpersonal aspects
  4. best at finding practical uses for ideas and theories
  5. solve problems and make decisions by finding solutions to questions and problems
  6. asks “HOW DOES IT WORK?”
38
Q

describe the accomodating learning style

A

doing and feeling (CE + AE)

  1. hands on and relies on intuition rather than logic
  2. use other ppl’s analysis
  3. prefer to take a practical, experiential approach
  4. attracted to new challenges and experiences and to carrying out plans
  5. asks “SO WHAT NOW?”
39
Q

List 3 different ways individual’s handle conflict

A
  1. assertiveness → focus on the task or own goals
  2. cooperativeness → focus on the relationship or others
  3. combos → compromise and collaborate/integrate
40
Q

List several key factors to take into consideration when preparing a presentation

A

1. assess the needs of the audience

  1. design learner centered objectives
  2. define specific content
  3. create motivational hooks
  4. utilize content boosters
  5. develop formative and summative assessments to check for understanding
  6. summarize key points
41
Q

what should you take into consideration when thinking about the needs of your audience?

A
  1. expectations
  2. learning styles
  3. expertise
42
Q

every audience will likely have individuals who prefer the following:

A
  1. to watch and reflect
  2. to experiment and be active
  3. concerete examples and practical application
  4. theoretical and abstract concepts
43
Q

every audience will likely have individuals who will want answers to these specific questions:

A
  1. Why?
  2. What?
  3. So What?
  4. What if?
44
Q

List Bloom’s 3 domains of learning

A
  1. Cognitive (thinking)
  2. Psychomotor (doing)
  3. Affective (feeling)
45
Q

what makes up the Cognitive domain of learning?

A

6 progressive levels

  1. knowledge
  2. comprehension
  3. analysis
  4. application
  5. synthesis
  6. evaulation
46
Q

what makes up the psychomotor domain?

A
  1. perception
  2. set
  3. guided response
  4. mechanism
  5. complex overt response
  6. adaptation
  7. origination
47
Q

what is the affective domain? what makes it up?

A

development of attitudes, feelings, beliefs and values

  1. receiving
  2. responding
  3. valuing
  4. organization
  5. internalization
48
Q

what other domains of learning are there that are not included in Bloom’s taxonomy?

A
  1. Perceputal → involves use of the sense in how pts. recieve and use info
  2. spiritual → various beliefs related to spirituality
49
Q

what are the ABCD’s of objective writing?

A
  1. Audience → who
  2. Behavior → what
  3. Condition → when/how
  4. Degree of Mastery → how well/how much
50
Q

what is the Rule of 7s?

A

working memory has limited capacity and can only process 7 items or “chunks” of info +/- 2 at at ime

51
Q

List some examples of motivational hooks

A
  1. startling or fun fact
  2. provocative questions
  3. interesting picture
  4. puzzling song
  5. anecdote
  6. personal question
  7. relevant video clips
  8. display of a piece of equipment or a model
52
Q

a motivation hook should _________

A
  1. focus on the topic
  2. build interest
  3. establish rapport
  4. energize environment
  5. create an emotional connection with the learner through
    • humor
    • novelty
    • personal experience
53
Q

repetition is not as effective with ______________ as it is with __________________

A

semantic memory tasks

skill/procedural memory (like bike riding)

54
Q

what is elaboration? how is it a memory tool?

A

it is a more effective strategy for manipulating semantic info while in working memory

uses:

  • create a story
  • mnemonic
  • group discussion/debriefing
  • partner up
55
Q

what are the stages of motor learning?

A
  1. cognitive
  2. associative
  3. autonomous
56
Q

what occurs in the cognitive stage of motor learning?

A
  1. a basic understanding of movement or skill
  2. frequent errors
  3. still thinking of and learning the movement
57
Q

what is the role of the teacher during the cognitive stage of motor learning?

A
  1. teacher must coach a lot and continuously adapt, provide trial and error strategies, and give feedback
58
Q

what occurs in the associative stage of motor learning?

A
  1. autonomically has technique
  2. can recognize and feel the errors themselves
  3. errors no longer major
59
Q

what is the role of the teacher in the associative stage of motor learning?

A
  1. teacher should add complexity here and decrease manual cueing
  2. relate to life/challenges pt faces in daily life
  3. perform in predictable environment

​

60
Q

what occurs during the autonomous stage of motor learning?

A
  1. movements are automatic
  2. doesnt think about technique anymore
  3. difficult to correct improper form learned at this stage
61
Q

what is the role of a teacher during the autonomous stage of motor learning?

A
  1. give max control to pt
  2. focus on pt education
  3. work toward D/C
  4. work in a challenging/unpredictable environment
  5. incorporate dual task demands
62
Q

what are different categories for movements that we can utilize in teaching?

A
  1. open vs closed
  2. discrete vs continuous
  3. stability vs mobility
63
Q

what is an open vs a closed movement?

A
  1. open → occurs under variable conditions requiring instantaneous adaptation (walking in busy corrdidor
  2. closed → tasks or skills occur in a constant environment and can be produced with minimal variations each time ( walking between using parallel bars)
64
Q

what is a discrete vs continuous movement?

A
  1. discrete → has an inherent beginning and end point (setting a brake on wheelchair)
  2. continuous → has no beginning or end, performer arbitrarily decides when to begin/end (driving a car)
65
Q

what are stability vs mobility tasks?

A
  1. stability → requrie a stable BOS (lying down)
  2. mobility → task demanded is associated with a mobile BOS (running, jumping)
66
Q

List different practice condition types

A
  1. Massed vs distributed
  2. constant vs variable
  3. random vs blocked
67
Q

what is massed practice? what are it’s pros/cons?

A

session in which amount of practice time in a trial is greater than the amount of rest between trials

may lead to fatigue

enhances short term recall

68
Q

what is distributed practice? what are it’s pros/cons?

A

session in which the amount of rest between trials is equal to/greater than the amount of time for a trial

enhances overall performance or retention

69
Q

what is “constant” practice? What are pros/cons?

A
  1. uniformed practice
  2. repeats skills in the same way each time
  3. max skill performance under certain conditions

can only do tasks that require minimal variation and must be performed in constant conditions

70
Q

what is “variable” practice? Pros/Cons?

A
  1. conditions and types of practice vary between practice attempts
  2. varying practice requires more active learning and problem solving
  3. enhances retention and generalizability of the skill to novel task
  4. may be essential when learning tasks that are likely to be performed under variable conditions
71
Q

what are “random” practice conditions?

A

practicing in an unpredictable random manner/order

enhances retention and generalizability

72
Q

what are blocked practice conditions?

A

practicing in sets

enhances early performance

73
Q

T/F: Massed practice enhances performance in the long term?

A

FALSE
it does in the short term

74
Q

T/F: Distributed practice enhances accuracy and retention in the long term?

A

TRUE

75
Q

T/F: Blocked practice may result in better early skill acquisition?

A

TRUE

76
Q

T/F: blocked practice is better than random practice for promoting learning?

A

FALSE
random is better than blocked

77
Q

What are the principles of Neuroplasticity?

A
  1. Use it or lose it
  2. use it and improve it
  3. specificity
  4. reps matters
  5. intensity matters
  6. time matters
  7. salience matters
  8. age matters
  9. transference
  10. interference
78
Q

describe the steps in memory formation

A

encoding → storage → retrieval

79
Q

what is structure building?

A

degree in which we can ID key points from new material and integrate into prior knowledge to create meaningful structures

80
Q

what is example learning?

A

tendency to focus on the nuances of each problem or example w/o ID principles that link different examples together

81
Q

List Lave and Wegners 4 components of social interactions necessary for learning

A
  1. learning by experience
  2. learning by engaging in practice
  3. learning by belonging
  4. learning by becoming
82
Q

List the components of the Learning Triad

A
  1. Learner
  2. Instructor
  3. Clinical Community
83
Q

how do we help our pts develop intrinsic motivation?

A
  1. connectedness → comes from a sense of being trusted, respected and cared for by the PT
  2. self-efficacy → feelings of competence, which can occur when pts have sufficient knowledge and skill to perform expected activities
  3. autonomy → feeling that the activities are personal and meaningful
84
Q

List the 5 Rs in motivational interviewing

A
  1. Relevance
  2. Risks
  3. Rewards
  4. Roadblocks
  5. Repetition
85
Q

List the steps for negotiation of shared meaning

A
  1. develop shared meaning through dialogue
  2. develop a POC
  3. assess readiness
  4. provide intervention and education
  5. check for understanding
  6. check for adherence and optimize motivation
  7. reinforce adherence

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