GOOD DAY!

I. INTRODUCTION
TO PT EDUCATION
SCHEDULE FOR THE SEMESTER 2022
1ST WEEK DETAILS
FEB 7-12 1 INTRO TO PT EDUC/
CHAC OF A GOOD
TEACHER
FEB 14-19 2 LEARNING THEORIES
FEB 21-26 3 ON SITE FEB 24 LEARNING CHAC &
CULTURE
FEB 28- MAR 5 4 LEARNING STYLE
MAR 7-12 5 ON SITE MAR 10 PLANNING &
CONDUCTING CLASSES
MAR 14-19 6 PRELIM
JUNE 20-25 18 FINALS
Schedule con’t…
MAR 21-26 2ND WEEK
MAR 28- APR 2 7 TRADITIONAL TEACHING
STRATEGIES 1
APR 4-9 8 ON SITE TRADITIONAL TEACHING
STRATEGIES 2
APR 11-16 9 ACTIVITY-BASED
STRATEGIES/
EXPERIENTIAL LEARNING
APR 18-23 10 ON SITE COMPUTER BASED
TEACHING STRATEGIES
APR 25-30 11 DISTANCE LEARNING AND
BLENDED EDUCATION
MAY 2-7 12 MIDTERM
Schedule con’t…
MAY 9-14 3RD WEEK
MAY 16- 21 13 ON SITE TEACHING AND
LEARNING
PSYCHOMOTOR SKILLS
MAY 23-28 14 EDUCATION IN
PRACTICE
ENVIRONMENTS
MAY 30- JUNE4 15 ON SITE CLINICAL TEACHING
JUNE 6-11 16 PATIENT EDUCATION,
MOTIVATION AND
HEALTH LITERACY
JUNE 13-18 17 ASSESSING AND
EVALUATING LEARNING
References:
OBJECTIVES
• Describe the Physical therapy
curriculum
• Explain the implications of change in
the current curriculum
• State the purposes of accreditation
in PT education
• Curriculum design
• Implicit, Explicit & Null
curriculum
• Accreditation
Syllabus
 CURRICULUM DESIGN
TYLER’S Q1: Program Philosophy and goals
• Macro environment:
• Body of knowledge related to PT
1. APTA normative model – maps out the ff
sequence: content, terminal behavior objective
(TBO), which is the behavior at the conclusion
of the educational unit and instructional
objective (IOs), might include classroom and
clinical activities such as critical thinking
2. A guide to PT Practice – ICD-10 –Cm
3. International classification of functioning,
disability and health (ICF)
4. The journals for PT education
Ralph Tyler’s con’t…
• Micro environment
• institution, school,
department philosophy,
mission, vision and core
values educational outcome
Ralph Tyler’s con’t…
TYLER’S Q2: Educational experiences-
• in classroom, laboratory and clinical
• depends in course work foundational
sciences: Basic and applied biological,
physical, behavioral sciences and clinical
sciences including KSA
• depends on program practice
expectations and the type and depth of
prerequisite coursework
• table and matrices effective tool of
mapping in integrating and
implementation of courses and sequence
linked to the curriculum
Ralph Tyler’s con’t…
• TYLER’S Q3: Organization
• Continuity
• Vertical reiteration of KSA
• Basic proper body mechanics followed by attention and reinforcement of these skills
throughout the laboratory courses
• Sequence
• Build on prior moving in increasingly broader and deeper into the materials
• Home instruction differs and shorter duration unlike the first encounter with px
Ralph Tyler’s con’t…
• Integration
• Horizontal relationship of learning experience
• Anatomy and kinesiology placed together so
that same body coverage could overlapped and
clarify
• Considerations:
• College/university calendar
• Semester/ quarter unit of work
• Available clinical sites
• Faculty and their expertise
• Resources and structural constraints – what are
“must know” before internship
Ralph Tyler’s con’t…
• TYLER’S Q4: Evaluation
• Program eval should cover all general and
specific curricular goals
• What the students can do at the end of the
designated semester or year?
• How can the student’s ability to integrated
knowledge and skills across courses be
evaluated
• Did the educational program achieve what is
stated it would achieve in the program
evaluative information
DECKER WALKER’S DYNAMIC CURRICULAR
PLATFORM – NATURALISTIC MODEL
• TYLER – component parts of the process
• WALKER – how faculty actually discuss, debate and
negotiate to arrive at a curriculum (2 phases – the
platform (beliefs, preferences…) and the
deliberation
• Explicit – formal curriculum
• Publicly stated; found in university catalogue, program
brochures, course syllabi
• Elements: prerequisite courses, program philosophy and
goals / outcomes, course objectives, require readings,
sequence and type of clinical affiliations and faculty
credentials
• Implicit – “ hidden curriculum”, informal
curriculum
• Values, beliefs and expectations transmitted
to students by knowledge, language and
everyday actions of academic and clinical
faculty.
• Unaware faculty appears in front of students
they display behavior consider to
professional and appropriate.
• Basis for decision for explicit curriculum (Ex:
Length of discussion on topics give implicit
message what info is most important
• Null – Blind spots
• Elements of PT practice that is not in the
curriculum; no voice to champion their
inclusion
• No exposure for adult developmental delay
and wellness; “more is better”- cramming
encourages rote memorization and repetition
of tasks drives analytical and creative
thinking
• Careful selection of critical component of
knowledge that is part of the need to know”
• Time for reflective thoughts and integration
of concepts and ideas and presentation of
new info consciously and deliberately
• BRIDGING THE LIBERAL ARTS AND
PROFFESSIONAL EDUCATION
• “Sin of professional programs”- long
conservatism and resistance to
change
• Perceptions of curriculum content
• Graduates as agents of change
• Role of prerequisite courses
• Role of clinical education
• Faculty integration into the academy
• PROFESSIONAL ACCREDITATION FOR PT &
PTA PROGRAMS
• General purposes:
• Foster excellence
• Encourage improvements
• Assure community on a particular program is
accomplishing its goals and continues to do so.
• Provide counsel and assistance to establish a
program
• Encourage diversity
• Protect institution against encroachment that
might jeopardize educational effectiveness or
academic freedom
CHARACTERISTICS OF A GOOD
TEACHER
• Differentiate teaching
from learning
• Understand the
characteristics of a good
teacher
• Eliot’s Eisner - What is teaching? What is
learning?
• Characteristics of good teachers and learners
1. Understand deeply the topics ceaselessly
engage in adding to their knowledge stores
• Reading, clinical practice, conferences, research,
talking with colleagues over coffee stimulated and
challenge by students
2. Know about students whom they are teaching
• Listen to students speak, watching faces, postures,
gestures, observe preform manual skills, reading
student’s paper and noting interaction of students
with people around them.
• Teaching is an emotional and relational enterprise
• Remembers how to be a student; sensitivity of anxiety
if under supervision; frustration of over supervision
• Acquainted with a number of different theoretical
approaches and techniques (pedagogy) to facilitate
learning for richly diverse group
• Military model – involves rigid, repetitive sequence of
demo a tsk to be accomplished, breaking the task into
component parts, teaching component parts, having
masters it and put it together
• Deeply comprehending the info to be taught
• Able to transform and presents info “to get it”
• Engage students to active collaborative learning
experiences
• Teaching students how to learn by constant inquiry and
reflection to acquire new knowledge and
comprehension
• Just as teachers can shape learners and learning,
learners can shape teachers and teaching
Teaching vs. Learning
A. Characteristics of a Good
Teacher
B. Teacher style
C. Seven Principles of Good
Undergraduate Education
 A.
Characteristics of
a good Teacher
Effective HC teaching Non- HC teaching

Professional competence Teaching clarity

 Videotaping
Interpersonal relationship with Viewing learners as collaborator
students – respectful and supportive to
learners

Personal characteristics Admission of vulnerability

Teaching practices Recognized the need for help

and figure out to do to help

Availability to students Carnegie professor of the year

1. Desire to be a good teacher
2. Form of parenting
3. Teacher cares – not only
what the student knows
but his values
 Teacher style
• It is blending in form and content
• Eble(1980)is an outgrowth in teacher’s personality
and character
• Not just the intellect but the essential personality
• Blending talking, moving, relating and thinking
• Humorous style and use of cartoons, funny stories to
stimulate interest and enthusiasm
• Pleasant speaking voice and animated gestures,
timing
• Willing to share professional experiences to illustrate
certain points, evoke emotion
• To change sometime it need a consultant who had
reviewed video taping of teaching
 7 Principles
Good practice in undergraduate education
1. Encourage student – faculty contact
2. Encourage cooperation among students –
collaborative vs competitive
3. Encourage ACTIVE learning – talking about
the material, writing, outlining, applying it,
asking questions about it, reflecting about it
4. Give prompt feedback
5. Emphasize time on task
6. Communicate high expectations
7. Respect diverse talents and ways of learning-
Gardner-1992 (linguistic, logical-
mathematical, spatial, music, body
kinesthetics, interpersonal and intrapersonal
for listening!