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OCC1022 > week 10 > Flashcards

week 10 Flashcards

1
Q

what scenario based learning

A
  • An approach to strengthen student’s understanding and interconnections between teaching, learning and research
  • Educational form at centred around discussion and learning from a clinically based scenario
  • Assists students to integrate theory and practice, and apply previous learnt knowledge
  • Utilises actual scenarios presented in a variety of formats (e.g. clinical cases, video, simulated and real patients)
  • Assists students to understand conceptual foundations of occupational therapy e.g. body functions and structures, the environment and the occupations people participate in.
  • Students are given puzzling situations and are required to define their own gaps in understanding in the context of relevant clinical problems
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2
Q

whats self directed do

A
  • Allows students to have a greater ownership of their learning and how they construct their own knowledge rather than being “told” what to learn
  • From passive learners to more active participants e.g. sharing past placement experiences and knowledge
  • Involves purposeful engagement with specific questions, problems and learning activities
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3
Q

whats the structure of SBL

A

Session 1: intro to scenario
Lecture/ skills sessions and own private research
Session 2: presentation on learning objectives

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4
Q

whats sbl student aims

A

to develop life long learning habits and skills
to increase knowledge and understanding
to develop critical reasoning power
to facilitate self reflection through working in a team

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5
Q

whats the three strudent responsibilities

A

respect
communication
self awareness and evaluation

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6
Q

whats respect involve

A
  • Be respectful to others opinions
  • Listen non-judgementally
  • Allow others to share their opinions
  • Acknowledge other’s knowledge and contributions
  • Be responsible for own learning
  • Be punctual and complete assigned tasks
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7
Q

whats communication involve

A
  • Demonstrate appropriate verbal and non-verbal behaviours e.g. not using phones in class
  • Ask clarifying questions to clarify misunderstandings
  • Use open ended questions appropriately
  • Test own assumptions with group members Present clearly using words and pictures that others will understand
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8
Q

whas self awareness and evaluation involve

A
  • Assesses own strengths and weaknesses
  • Accepts feedback
  • Acknowledges difficulties in understandings
  • Corrects and learning from mistakes
  • Responds to fair evaluative feedback without becoming defensive
  • Encourages others with constructive feedback
  • Acknowledge and identifies sensitive topics
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9
Q

whats the SBL process

A
  1. What are the ISSUES?
  2. How well do you understand the issue? 3. Learn from each other
  3. Determine priorities for learning
  4. Monitor group progress
  5. Concept mapping
  6. Asking questions
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10
Q

whats the SBL roles

A
  • Leader: Get the team started, Responsible for encouraging others to participate. “who wants to be the scribe?”, “Do we all agree?”
  • Scribe: listens and documents the team’s discussions and answers to questions from the case-study.
  • Leader: Get the team started, Responsible for encouraging others to participate. “who wants to be the scribe?”, “Do we all agree?”
  • Scribe: listens and documents the team’s discussions and answers to questions from the case-study.
  • Word finder: retrieves definitions and explanations of medical terms, diagnoses, and interventions through appropriate online sources.
  • Time keeper: Ensure the team is focused and on track to meet all requirements.
  • Reader: Reads the case-study text and questions
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11
Q

ground rules

A
  • 100%attendance
  • Freedom to explore ideas–no idea is “wrong” or “stupid”
  • Everyone has some knowledge of the issues
  • Everyone participates
  • Each person takes turns in being a scribe and a chair for the session
  • Summaries of learning to be shared within the group
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12
Q

effective groups

A
  • Keep ground rules
  • Members focus on group’s goals
  • Care about team achievements
  • Work in a supportive environment
  • Continuous group monitoring
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13
Q

dysfunctional groups

A
  • Fail to identify ground rules
  • • Members do not have
  • common goals
  • Care about personal gains
  • Tutor-centred/managed by a dominant member
  • Ignore feedback
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14
Q

benefits

A
  • Think critically, analyse and solve complex, real-world problems
  • To find, evaluate, and use appropriate learning resources
  • To work cooperatively, to demonstrate effective communication skills
  • Promote deeper levels of learning and engagement with content material
  • Remain academically engaged
  • Increases student motivation to learn
  • Self-regulated learning
  • Opportunity to develop skills in team work, interpersonal relations, negotiation and collaboration which are fundamental for placement
  • It is a student-centred learning approach
  • Encourages and facilitates greater understanding
  • Development of long-term knowledge retention
  • Promotes lifelong learning skills
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15
Q

wha are threshold concepts

A
  • First proposed by Meyer & Lund in 2003
  • Threshold concepts are described as “a portal, opening up a new and previous inaccessible way of thinking about something” (Meyer & Lund, 2003, p. 1)
  • In the same way as in the physical world, a threshold must be crossed in order to enter a new understanding of something
  • Proposed that in each discipline, there are concepts that are vital to understand “without which the learner cannot progress”
  • Proposed that threshold concepts could be “potentially powerful transformative points in the student’s learning experience” (Meyer & Lund, 2003, p. 57)
  • Belief is that by applying threshold concepts, it can assist educators by identifying ‘stuck places’ in a curriculum that block students’ understanding
  • Is proposed that threshold concepts can facilitate a dialogue between lecturers, students and educational developers
  • Creates a ‘transactional curriculum inquiry’ in which all key players􏰁academics, students and educationalists􏰁work together
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16
Q

5 traits/ attributes of threshold concepts

A 
transformative 
irreversible
integrative 
troublesome
bounded
17
Q

whats transformative

A

: they can transform the learner’s understanding of the discipline; they can have an affective component that transforms the learner through a change in values, feelings or attitudes

18
Q

whats irreversible

A

once acquired, the new understanding will not be forgotten and is unlikely to be unlearned

19
Q

whats integrative

A

threshold concepts expose the “previously hidden interrelatedness of something” (p

20
Q

whats troublesome

A

: threshold concepts are frequently difficult and challenging to acquire and learn

21
Q

whats bounded

A

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

22
Q

occupational therapy threshold concepts

A
  • Occupational therapy academic staff at the University of Queensland undertook a reform activity of their curriculum in 2009-2010
  • Compiled a list of 20 pieces of ‘troublesome knowledge’􏰁aspects of the course that students found hard to grasp
  • Using thematic analysis, this list of 20 pieces of knowledge were reduced to 8 items
  • Then the 8 items were subjected to an in depth review to determine whether they were true threshold It was asked if each of the 8 items was transformative, irreversible, integrative, bounded and troublesome􏰁threshold concepts were identified if they met all of these criteria.
  • Five occupational threshold concepts were identified
23
Q

Roger and turpin 2011

A

in the Division of Occupational Therapy at the University of Queensland identified five occupational therapy specific threshold concepts after completing a ‘transformative curriculum renewal and planning’ process

24
Q

purposeful and meaningful occupation

A
  1. Purposeful and meaningful occupation
    • Clark et al. (1991) defined occupation as “chunks of culturally and personally meaningful activity in which humans engage that can be named in the lexicon of the culture” (p. 301)
25
Q

client centred practice

A
  • Client Centred Model (OT) was formulated by the Canadian Occupational Therapy Association (CAOT) in 1997
  • Resembles Carl Roger’s “person-centred” therapy approach; a client seeks the advice of a professional for life management
  • Law et al. (1995) stated that client-centred practice is: “An approach to providing occupational therapy, which embraces a philosophy of respect for and partnership with people receiving services. It recognises the autonomy of individuals, the need for client choice in making decisions about occupational needs, the strengths clients bring to an occupational encounter and the benefits of client-therapist partnership and the need to ensure that services are accessible and fit the context in which a client lives” (p. 253).
26
Q

assumptions of client centred practice

A
  • Clients know what they want & need from therapy
  • Ultimate relevance of the client’s perspective on problems
  • Professional dominance is counter-therapeutic
  • Therapist cannot be the instrument of change, only the facilitator
27
Q

six principles of client centred practice

A
  1. The client is capable of choice
  2. Flexibility & individualised approach
  3. Therapist’s role as enabler (therapist shares power & empowers client)
  4. Success measured by client’s attainment of goals (client sets own priorities)
  5. Need for contextual congruence – (interventions have meaning in client’s own life settings)
  6. Client’s readiness to use therapist expertise
28
Q

whats Roger and Turpin 5 occupational therapy specific threshold concepts

A
  1. purposeful and meaningful occupation
  2. client centred practice
  3. integral nature of occupational therapy and practice
  4. identify as an occupational therapy
  5. thinking critically, reasoning and reflecting
29
Q

intergral nature of occupational therapy theory and practice

A

• Occupational therapists use a number of theoretical frameworks to frame their practice.
• Occupation-based theories provide a conceptual framework that occupational therapists can base their professional practice on
Examples of Practice Theories
• Model of Human Occupation (MOHO)
• Canadian Model of Occupational Performance & Engagement (CMOP-E)
• Person Environment Occupation Performance Model (PEOP)
• Occupational Therapy Intervention Process Model (OTIPM)

30
Q

identity as an occupational therapist

A
  • This is a person’s view of what it means to be a member of a profession, in this case an occupational therapist
  • What are the key traits of an occupational therapist?
  • What are the unique ways an occupational therapist approaches clients’ health and well-being?
  • What does it mean to be a member of a community of practice?
31
Q

definitions of critical thinking

A
  • Knowing how to learn, reason, think creatively, generate and evaluate ideas, see things in the mind’s eye, make decisions, and solve problems
  • The ability to solve problems by making sense of information using creative, intuitive, logical, and analytical mental process, and the process is continual
32
Q

characteristics of critical thinkers

A
  • habitually inquisitive
  • self-informed
  • trustful of reason
  • open-minded & flexible
  • fair-minded in evaluation
  • honest in facing personal biases
  • prudent in making judgments & willing to reconsider
  • clear about issues & orderly in complex matters
  • diligent in seeking relevant information
  • reasonable in selection of criteria
  • focused on inquiry & persistent in seeking results that are as precise as the subject and the circumstances of inquiry permit
33
Q

definitions of clinical reasoning

A
  • The thinking and/or decision-making processes that are used in clinical practice (Higgs & Jones, 2000)
  • Refers to a process in which the therapist, interacting with the patient, structures meaning, goals & health management strategies based on clinical data, client choices, professional judgment & knowledge (Higgs and Jones 2000)
34
Q

types of clinical reasoning

A
  • Procedural reasoning • Interactive reasoning • Narrative reasoning
  • Conditional reasoning • Pragmatic reasoning
35
Q

reflecting

A
  • Donald Schön, in his influential book The Reflective Practitioner, developed the term “reflective practice” (Schön 1983).
  • Schön introduced the concepts of “reflection-in-action” (thinking on your feet) and “reflection-on-action” (thinking after the event).
  • Reflective practice is described by MacNaughton (2003) as “an intellectually engaged activity geared to changing practices by transforming knowledge”.
  • Gruska, McLeod and Reynolds (2005) describes reflective practice as a continuous process rather than a one off event involving, “repeated cycles of examining practice, adjusting practice and reflecting on it, before you try it again”.
36
Q

pollard has identified the following seven characteristics of selective practice

A
    1. An active focus on goals, how these might be addressed and the potential consequences of these
    1. A commitment to a continuous cycle of monitoring practice, evaluating and re-visiting it
    1. A focus on informed judgments about practice, based on evidence
    1. Open-minded, responsive and inclusive attitudes
    1. The capacity to re-frame one’s own practice in light of evidence- based reflections and insights based on research
    1. Dialogue with other colleagues, in-house and with external networks
    1. The capacity to mediate and adapt from externally developed frameworks, making informed judgments and defending or challenging existing practice
37
Q

twelve tips of becoming a successful group discussion

A
  1. keep ground rules
  2. know your rules
  3. keep group dynamics
  4. ask empowering questions
  5. be a purposeful leaner
  6. feedback is key
  7. monitor your own progress
  8. strive to be a wining team
  9. be a critical thinker
  10. know your roles
  11. turn to the winning attitude
  12. be a collaborative leanrer

OCC1022 (10 decks)

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