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foundations of OT practice > SBL and occupational profile > Flashcards

SBL and occupational profile Flashcards

1
Q

what is scenario-based learning?

A

an approach to strengthen student understanding that is centred around discussion and learning from a clinically-based scenario

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2
Q

what is the SBL structure?

A
  • session 1: intro to scenario
  • lectures/skill session and own private research
  • session 2: presentation on learning objectives
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3
Q

what are some benefits of SBL?

A
  • develop life-long learning habits and skills
  • increase knowledge
  • develop critical reasoning
  • facilitate self-reflection through teamwork
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4
Q

what are student communication responsibilities in SBL?

A
  • appropriate verbal and non-verbal behaviour
  • clarify questions
  • use open-ended questions
  • test assumptions
  • present clearly
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5
Q

what are the different roles of SBL?

A
  • leader
  • scribe
  • word finder
  • timekeeper
  • reader
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6
Q

what does the leader do in SBL?

A

get team started, responsible for encouraging others to participate

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7
Q

what does the scribe do in SBL?

A

listens and documents discussion and answers questions from the case study

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8
Q

what does the word finder do in SBL?

A

retrieves definitions and explanations of medical terms, diagnoses, and interventions

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9
Q

what does the timekeeper do in SBL?

A

ensures team is focused and on track to meet requirements

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10
Q

what does the reader do in SBL?

A

reads case study text and questions

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11
Q

what are some traits that make an effective SBL group?

A
  • keep ground rules
  • focus on goals
  • care about team achievements
  • supportive enviro
  • continuous monitoring
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12
Q

what are some traits that make an ineffective SBL group?

A
  • fail to establish ground rules
  • no common goals
  • care about personal gain
  • dominant member
  • ignore feedback
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13
Q

what is the occupational profile a practice resource for?

A

occupational therapy practice framework (OTPF-III)

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14
Q

what is the occupational profile?

A

a summary of the client’s occupational history and experiences, patterns of daily living, interests, values, and needs

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15
Q

why is an occupational profile useful?

A

provides an understanding of client’s perspective and background

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16
Q

what are the two major sections of the OTPF-III?

A

domain and process

17
Q

what does the OTPF-III stand for?

A

occupational therapy practice framework- third edition

18
Q

what areas of occupation does the OTPF-III focus on?

A
  • ADLs
  • IADL
  • rest/sleep
  • education
  • work
  • play
  • leisure
  • social participation
19
Q

what are IADLs?

A

instrumental activities of daily life

20
Q

what are examples of IADLs?

A
  • care of others
  • child-rearing
  • meal prep
  • shopping
  • financial management
21
Q

what are some activity demands?

A
  • space
  • social
  • objects used and their properties
  • body actions/functions/structures
22
Q

what are different types of performance skills?

A
  • sensory-perceptual
  • motor praxis
  • emotional regulation
  • cognitive
  • communication and social
23
Q

what are habits?

A

specific and automatic behaviours

24
Q

what are routines?

A

are established sequences of occupations that provides structure for daily life

25
Q

what is context?

A

variety of interrelated conditions that are within and surrounding client

26
Q

what is a temporal context?

A

includes stages of life, time of day/year, duration, rhythm of activity, or history

27
Q

what is personal context?

A

refers to demographic features such as age, gender, SES, and educational level that are not part of health condition

28
Q

what are the three steps of the intervention process of the OTPF-III?

A

intervention plan, implementation, and review

29
Q

who first proposed threshold concepts?

A

Meyer and Lund in 2003

30
Q

what are the five characteristics of threshold concepts?

A
  • transformative
  • irreversible
  • integrative
  • troublesome
  • bounded
31
Q

what is the transformative threshold characteristic?

A

they can transform learner’s understanding of discipline, change can occur in values, feelings, or attitudes

32
Q

what is the irreversible threshold characteristic?

A

once acquired the new understanding will not be forgotten

33
Q

what is the Integrative threshold characteristic?

A

expose previously hidden interrelatedness of something

34
Q

what is the troublesome threshold characteristic?

A

are frequently difficult to acquire and learn

35
Q

what is the bounded threshold characteristic?

A

has boundaries or ‘terminal frontiers’ that border on other conceptual thresholds

foundations of OT practice (4 decks)

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