first Lecture

Question 1

qualities of an effective teacher

Answer 1

involved, dedicated. knowledagable, positive/supportive, respectful when I say invovled I mean they attend professional organizations and continuing education seminiars or are already a therapist etc..

Question 2

Philosphy of Clinical Learning (3) things

Answer 2

Facilitator of Learning, Partner with Students in learning, Encourage self-directed learning

Question 3

3 stages of learning :/ oh boy

Answer 3

Cognitive, Associative, Automatic

Question 4

Cognitive stage does this stage require alor of attention ? How will performance be? is Focus needed

Answer 4

Requires increased amounts of attention
Poor Performance- = slow, uncoordinated, sloppy
Focus= understanding and developing ways to execute a task

Question 5

Associative Stage How is performance and focus

Answer 5

Requires increased time to improve performance
Focus= prefect the skill to produce the most efficient action
Performance- smoother, less variability

Question 6

Autonomous stage How is Focus and Performance in this stage and does it require any attention?

Answer 6

Barely requires any attention and information processing
Performance- remains constant and doesn’t vary despite changing environments
Focus- making the skill automatic

Question 7

Blooms taxonomy of Learning name the 3 domains and the two other domains that really aren’t considered part of learning

Answer 7

Main 3 domains- Cognitive, Affective, Psycho motor

other 2 domains- Perceptual and Spiritual

Question 8

cognitive domain steps 6 of them

Answer 8

1. knowledge grasping the material 2. comprehension 3.application 4.analysise5.synthesis 6. evaluation

Question 9

Affective Domain 5 steps

Answer 9

1. receiveing 2. responding (head nod to acknowledge the information was recieved) 3. valuing 4. organization 5. Characterization by Value set

Question 10

Physchomotor domain 7 steps

Answer 10

1.perception visualize the info 2. set- ready to make it happen 3. guided mcopying someone elses behavior 4.mechanism- know whats wrong and how to adjust it. 5. complex overt Response- Maintaing and calibrate things together 6. adaptation- compensate to various enviorments 7. orgination doing it all on your own

Remember each one is it one separate domain its not like the stages of learning where one leads into the other

Question 11

Spiritual and Preceptual Domains can they influence learning

Answer 11

Can greatly influence impact learning however there is no formal learning steps

Question 12

Learning styles there are 3

Answer 12

Myers- Briggs type indicator (MBTI)
Canfield Learning Styles Inventory (CLSI)
Kolbs Learning Styles Inventory

Question 13

Do we tend to teach in the style that we learn in yes or no.

Answer 13

Yes and visual people usally tend to use graph and charts

Question 14

3 types of teaching in the classroom

Answer 14

Lectures, Discussion, and Questioning

Question 15

Lectures Pros and cons

Answer 15

Pros- Used to transmit a large amount of information efficently to a large group of students
explore and analyze specific concepts or ideas professor demonstrates problem sloving process

Cons - maintaining attention

Question 16

Discussions pros and Cons

Answer 16

Pros- more interactive as compared to a lecture
allows for the identification of what the student knows and allows for clarification of misconceptions

Cons- people who talk to much and people who talk to little

Question 17

Questioning

Answer 17

Pros- Facilitates active learning and guides students thought processes
Cons- Same as discussions

Question 18

Small group Work Pros and Cons

Answer 18

Pros- Effective for both achieveing both social and intellectual goals
used in the professional workplace
Encompasses creative problem solving oral communication, decision making and conflict management
CONS- leadership, individual performance, and communication

Question 19

Tuckmans for stages of group discussion

Answer 19

Forming- information exchanged; group members strength and weaknesses identified
Storming- conflict, dissatisfaction, and competition; possible interpersonal hostility; trust may be formed
Norming- Rules and norms for behavior are established; clarification of roles and responsibilities
Performing- dual tasks on as well as how everyone works; performance at optimal level

Question 20

Other collaborative strategies - brainstorming, debate, role playing, games, simulations, and expert panels explain each one

Answer 20

Brainstroming- quickly facilitates creative thinking group participation
Debate- form of discussion that allows one to see the pros and cons of an issue
Role playing- students dramatically and spontaneously act out roles without detalied scripts
provides opportunity for emotional engagement of the learner
Games- Students are active vs. passive participants usually involves elements of competition which can enhance engagement in activity
simulations- controlled representation of a part of a real situation
expert panels- experts in the fields discuss their experiences first hand

Question 21

Purpose of feedback

Answer 21

affirm learners strategies, constructively identify areas that need further improvement
Encourage learners to try alternative behaviors/actions
Provide motivation to change
demonstrates the commitment of a teacher
Clarifies the learners preception of performance with the teacher

Question 22

two types of feedback

Answer 22

Intrinsic - comes from various sensory systems as a result of the production of movement

Extrinsic - supplement to intrinsic feedback, provides by an outside source like the therapist telling the patient what to do and what not to do or a stopwatch telling the patient when the time is up.

Question 23

Extrinsic feedback two types

Answer 23

concurrent - giving feed back when the action is taken place

Terminal feedback - providing feedback at the end of the action or exercise.

Question 24

Terminal feedback Knowledge of Results and Knowledge of performance - explain each term

Answer 24

Knowledge of Results - given feedback about the overall task just saying like “good job” or “not so well done” but not specifically telling the person what was good or bad about the exact performance

Knowledge of performance- augmented feedback about the actual performance given more specifics about what was good and what was bad.

Question 25

Motivation and Reinforcement - feedback makes learning more enjoyable? true or false no feedback leads to what? Positive Reinforcement - increases the likelihood that a learner will repeat the performance on future trials.

Answer 25

true and no feedback leads to lack of motivation to change or continue

Question 26

Providing feedback in Clinical Settings “Constructive feedback”

Give some ideas of what would help produce constructive feedback - like state purpose, timing and frequency of when feedback is given, provide specific info etc…

Answer 26

State Purpose of feedback, provide specific information about the observed behavior, describe reactions, allow time for the learner to respond, offer specific suggestions, summarize and be supportive and always Think about where you give the feedback and timing and frequency. Sometimes its better to do this in private so patient doesn’t feel mistreated or embarrassed.

Focus on the behavior, avoid personality traits (dont let emotions get invovlved)

Discuss how the behavior affects care of the patient

Be clear and direct no fluff