NEW EDUCATOR TOOLKIT. Issues to consider as you consider academia: Ask yourself the following questions:

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1 NEW EDUCATOR TOOLKIT This dcument is intended t prvide resurces and general infrmatin fr ptential r new faculty members respnsible fr pediatric cntent in a physical therapy prgram. Issues t cnsider as yu cnsider academia: Ask yurself the fllwing questins: Why did yu transitin int academia? What interests yu abut academic life? What are yur current prfessinal gals? What resurces will yu find helpful in yur transitin? D yu have frmal/infrmal mentring? What are yur cncerns? D yu want t maintain a prfessinal practice? Are yu able t attain r renew clinical specialist certificatin in this psitin? If s, hw d yu integrate that int yur teaching? Be clear abut yur rle: Understand different levels f psitins at yur institutin Lab Assistant Lecturer Curse Instructr Adjunct Faculty Assciated Faculty Cre Faculty: Part time r Full time! Instructr! Senir Instructr! Assistant Prfessr! Assciate Prfessr! Full Prfessr! Tenure Nn-tenure track Tenure track! Track Clinical track Research/traditinal track Additinal tracks? Knw hw yur psitin is funded Full funding by the department Department funds plus incme frm clinical wrk Department funds plus grant/research funding

2 Ask abut availability f a mentr and prcess f mentrship APTA Educatin Leadership Develpment: Is there a mentr available at the institutin Is there supprt fr mentrship utside the institutin Cnsult with Academic and Clinical Educatr Special Interest Grup (ACE SIG f Sectin f Pediatrics f APTA) members Imprtant issues t knw abut in PT academia: Respnsibilities in Academia (will vary based n institutin and psitin) Teaching Schlarship Clinical Service Administratin CAPTE (Cmmissin n Accreditatin in Physical Therapy Educatin) Accreditatin: atin_handbk/evaluativecriteria_pt.pdf Schlarship Expectatins: Activities that systematically advance the teaching, research and practice f physical therapy thrugh rigrus inquiry that is significant t the prfessin is creative is peer-reviewed thrugh varius methds can be replicated r elabrated, and is published, presented, r dcumented Type f schlarship atin_handbk/evaluativecriteria_pt.pdf (p. ix) Schlarship f Discvery: Primary empirical research Histrical research Thery develpment Methdlgical studies Philsphical inquiry Schlarship f Integratin:! Inquiry that advances knwledge acrss a range f theries, practice areas, techniques r methdlgies! Includes wrks that interface between physical therapy and a variety f disciplines Schlarship f Applicatin/Practice! Develpment f clinical knwledge Applicatin f technical r research skills t address prblems

3 Schlarship f Teaching Applicatin f knwledge f the discipline r specialty applied in teachinglearning Develpment f innvative teaching and evaluatin methds Prgram develpment and learning utcme evaluatin Prfessinal rle mdeling Schlarship f Engagement:! Cllabrative partnerships invlving faculty, cmmunity members and rganizatinal representatives (cmmunity-based research r interventins) Curriculum and Curse Develpment Curriculum Mdels (CAPTE): Learn abut these different mdels, the preferences f yur institutin, the supprt fr using different mdels, based n yur experience and preference. CASE-BASED: the curriculum utilizes patient cases as unifying themes thrughut the curriculum. LIFE SPAN-BASED: the curriculum is built arund the physical therapy needs f individuals thrughut the life span (eg, the basic and clinical sciences and patient management skills, etc, related t the nenate are presented tgether, fllwed by thse f childhd, adlescence, early adulthd, middle age and ld age). PROBLEM-BASED: the entire curriculum (including fundatinal, behaviral, and clinical science cntent) is built arund patient prblems that are the fcus fr student-centered learning thrugh the tutrial prcess and independent activities. MODIFIED PROBLEM-BASED: the curriculum uses the prblem-based mdel in the later stages, but the early curses (primarily fundatinal sciences) are presented in the mre traditinal frmat f lecture and labratry. SYSTEMS-BASED: the curriculum is built arund physilgical systems (musculskeletal, neurmuscular, cardipulmnary, integumentary, etc). GUIDE-BASED: the curriculum is built arund the disability mdel, the patient management mdel, and the preferred practice patterns included in the Guide t Physical Therapist Practice. TRADITIONAL: the curriculum begins with basic science, fllwed by clinical science and then by physical therapy science. HYBRID: a cmbinatin f tw r mre f the abve mdels. Assure readiness fr Pediatric cntent with an understanding f student fundatinal knwledge within the threads f the curriculum.

4 (Many ther living shared links t educatin resurces n ACE website) Teaching methd resurces Develpment f learning bjectives! Curse bjectives typically in syllabus fr curse Curse bjectives shuld address CAPTE criteria! Learning bjectives per sessin, tpic, week Dmains f educatinal bjectives! Cgnitive = Knwledge! Affective = Attitude! Psychmtr = Manual r Physical Skills! Websites:! Blm s Revised Taxnmy f Learning Dmains Structure f Observed Learning Outcme (SOLO) Taxnmy : Essential cmpetencies in Entry-Level Pediatric PT Educatin (Rapprt et al, 2014): Identifies cmpetencies that are unique t pediatric PT that shuld be included in a PT curriculum! Human develpment! Age-apprpriate patient/client management! Family-centered care! Health prmtin and safety! Legislatin, plicy, and systems Clinical Reasning Resurces Furze J, Nelsn K, O Hare M, Ortner A, Threlkeld AJ, Jensen G. Describing the clinical reasning prcess: applicatin f a mdel f enablement t a pediatric case. Physither Thery Pract. 2013;29(3): Kenyn,L. (2013). The Hypthesis-Oriented Pediatric Fcused Algrithm: A Framewrk fr Clinical Reasning in Pediatric Physical Therapist Practice. Phys Ther, 93(3), ! Atkinsn H, Nixn-Cave K. A tl fr clinical reasning and reflectin using the internatinal classificatin f functining, disability and health (ICF) framewrk and patient management mdel. Phys Ther. 2011;91(3): ! Schenkman M, Deutsch J, Gill-Bdy K.. An integrated framewrk fr decisin making in neurlgic physical therapist practice. Phys Ther. 2006;86(12), APTA Teaching Resurces APTA Infrmatin fr Educatrs Jurnal f Physical Therapy Educatin Educatin sectin f APTA! New Faculty Develpment Wrkshp! Educatin Leadership Institute (ELI) Plly Cerasli Lectures

5 Assessment Resurces Outcme Assessment in Physical Therapy Educatin Student Assessment:! Natinal Institute fr Learning Outcmes Assessment (rubric develpment Center fr Teaching and Learning (sample rubrics) Cnsider an item writing wrkshp! Cnsider an item writing wrkshp with FSBPT (Federatin f State Bards f Physical Therapy) Technlgy Resurces Interactive Learning/Flipped Classrm Interactive Learning - Stanfrd Medicine Interactive Learning Initiativeshttp://smili.stanfrd.edu/interactive-learning/index.html 41/HigherEdWhitePaper%20FINAL.pdf?utm_cntent= &utm_med ium=scial&utm_surce=ggleplus Other Teaching Resurces Internatinal Assciatin f Medical Science Educatrs (IASME): devted t advancing the teaching f the sciences fundamental t the health care prfessins Institute f Educatin Sciences: Educause: a nnprfit assciatin whse missin is t advance higher educatin thrugh the use f infrmatin technlgy Jurnal f the Schlarship f Teaching and Learning: General resurces Textbks (examples f thse with faculty resurces including vides, images, PwerPint presentatins, test questins and/r case studies): Campbell S, Palisan R, Orlin M. Physical Therapy fr Children 4 th ed, St. Luis, MO, Elsevier; 2011 Effgen S. Meeting the Physical Therapy Needs f Children 2 nd ed. FA Davis; 2012

6 Tecklin J. Pediatric Physical Therapy. Wlters Kluwer; 2014 Ddd K, Imms C, Taylr, N. Physitherapy and Occupatinal Therapy fr Peple with Cerebral Palsy: A Prblem-Based Apprach t Assessment and Management. Mac Keith Press; 2010 Gage J, Schwartz M, Kp S, Nvacheck T. The Identificatin and Treatment f Gait Prblems in Cerebral Palsy 2 nd ed (Clinics in Develpmental Medicine). Mac Keith Press; 2019 Shumway-Ck A, Wllactt M. Mtr Cntrl: Translating Research int Clinical Practice 4 th ed., Wlters Kluwer; 2011 Schenkman M, Bwman J, Gisbert R, Butler R. Clinical Neurscience fr Rehabilitatin. Prentice Hall; 2012 O Sullivan S, Schmitz T, Fulk G. Physical Rehabilitatin 6 th ed. FA Davis; 2013 O'Sullivan S, Schmitz T. Imprving Functinal Outcmes in Physical Rehabilitatin FA Davis; 2009 Educatin textbks Angel, TA, Crss, KP. Classrm Assessment Techniques: A Handbk fr Cllege Teachers 2 nd Ed. Jssey-Bass; Bain, K. What the Best Cllege Teachers D. Harvard University Press; 2004 Jensen G, Mstrm E. Handbk f Teaching and Learning fr Physical Therapists 3 rd ed, Elsevier; 2013 Plack M, Driscll M. Teaching and Learning in Physical Therapy: Frm Classrm t Clinic. Slack Inc.; Frequently asked questins: hurdles/challenges Hw t wrk with students with disabilities Assciatin f Higher Educatin and Disability: ADA Requirements: Effective Cmmunicatin. Revised ADA Requirements: Effective Cmmunicatin Strategies fr students with a disability: Hw t imprve time management skills: Educatr Tl-Kit: Lisa Dannemiller, Debi Craddck, Eydie Kendall, Elizabeth Williamsn, Mary Jane Rapprt

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