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Approaches and Conceptions of Learning in Physiotherapy

Approaches and Conceptions of Learning in Physiotherapy. Mrs. L. Keiller Division of Physiotherapy & Dr. AJN. Louw Centre for health sciences education. Introduction. A 4 year degree First 2 years lecture-based pedagogy 3 rd year: Problem-Based Learning (PBL) pedagogy

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Approaches and Conceptions of Learning in Physiotherapy

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  1. Approaches and Conceptions of Learning in Physiotherapy Academic Year Day 2011 ~ Stellenbosch University Mrs. L. Keiller Division of Physiotherapy & Dr. AJN. Louw Centre for health sciences education

  2. Introduction • A 4 year degree • First 2 years lecture-based pedagogy • 3rd year: Problem-Based Learning (PBL) pedagogy • 4th year: Enquiry-Based Learning Academic Year Day 2011 ~ Stellenbosch University

  3. Background • New curriculum in 2007 • PBL as a bridge between theory and clinical work. • Aim to promote self-directed learning Academic Year Day 2011 ~ Stellenbosch University

  4. PBL in Physiotherapy at SU Academic Year Day 2011 ~ Stellenbosch University

  5. Advantages of PBL • Clinical reasoning • Self-directed learning • Collaborative leaders Academic Year Day 2011 ~ Stellenbosch University

  6. Disadvantages of PBL • Levels of responsibility • Transfer of knowledge • Group dynamics Academic Year Day 2011 ~ Stellenbosch University

  7. Approaches to learning • Deep Approach to Learning: Studying for meaning • Linked to an increase in clinical reasoning skills. Academic Year Day 2011 ~ Stellenbosch University

  8. Surface Approach to Learning: Students study to remember disjointed facts, or lists of information. • Strategic Approach to Learning: Students study in order to achieve high grades Academic Year Day 2011 ~ Stellenbosch University

  9. Conceptions of learning • Conceptions of learning refer to the way students think about a specific environment. • Differs from perceptions. Academic Year Day 2011 ~ Stellenbosch University

  10. Research • Third year class (2010) • R-SPQ-2F Questionnaire • Two time points • Focus group interviews • Mixed method analysis Academic Year Day 2011 ~ Stellenbosch University

  11. Results • Greater number of students who adopted a deep approach toward learning. • A trend toward an increase in their intrinsic interest in the learning material. • Students conception was that the module has an effect on learning in 5 distinct categories. Academic Year Day 2011 ~ Stellenbosch University

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  15. Conceptions of Learning in Applied Physiotherapy (APT) Academic Year Day 2011 ~ Stellenbosch University

  16. Approach toward learning • "I can put things into perspective now...I'm adapting what I know to specific cases" • " Ekvoeldit is 'n andertipe leer, want jymoet self bepaalhoeveeljymoet leer." • Learning occurs in different ways • " I do learn, I'm forced to work through the work and make it more applicable and not that it's just something in a book, it's like we do have this picture of this person in this case." • "Ek dink....as jynogalsaampraat met die heleterugvoersessie die help ook...dit help nogalomandermense se perspektiewedefnitieftekry, as jynou in die hospitaal is of jy is met 'n pasient met so 'n tipe ding dankanjy dink, oh maar daaikeer het (name) ditgesệ of (name) ditgesệ." Academic Year Day 2011 ~ Stellenbosch University

  17. Effect on skills • "Jy begin nou al klinieseberedineringtegebruik." • “… as fisiomoetjykangaan en kan met enigepersonlikheidmoetkanwerk" • Positive qualities • "Jy'tklaardeurgegaan, jy'tditklaargebrainstormsaam met mense en jy het klaar 'n bietjieondervindingvoordatjykanswotdaaraan." • "I thint it's actually better because you can't teach the base knowledge that we have in PBL, but the application thereof can be taught in PBL." • Negative qualities • "Dit is 'n mens is meeronsekeroorkwaliteitas in FTW." • "It's too much work and too little time." Academic Year Day 2011 ~ Stellenbosch University

  18. Recommendations • Longitudinal study • PBL-R-SPQ • Address negative aspects • Investigate reasons for lack of significance • Maintain and improve positives • Provide more support and guidance Academic Year Day 2011 ~ Stellenbosch University

  19. Conclusion • The Applied Physiotherapy 373 module had an effect on the students approach to learning • Why and how? • Determinants of changes • Modification to format • A never-ending process = facilitating learning Academic Year Day 2011 ~ Stellenbosch University

  20. Thank you • 3rd Year Physiotherapy class - 2010 • Dr. Alwyn Louw – study supervisor • Dr. Gerald du Preez – editor • Mrs. Dawn Ernstzen – editor • Dr. Martin Kidd - statistician Academic Year Day 2011 ~ Stellenbosch University

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