This thesis deals with Problem-Based Learning (PBL), which is almost unknown in the Czech Republic, and its application in the undergraduate course of occupational therapy. This method is widely used abroad particularly in the medical education and education of other paramedical professions. More traditional way of teaching is maintained in the Faculty of Medicine in the Czech Republic. A large amount of information from various scientific and clinical disciplines that student cannot simply connect in logical context is taught in the traditional courses. Problem-Based Learning is a method that may compensate some needs of the traditional teaching. This thesis introduces PBL and shows examples of its application in teaching occupational therapy abroad. The aim of this thesis is to determine the factors obstructing or facilitating the use of Problem-Based Learning method in the Czech Republic within the undergraduate occupational therapy curriculum, to determine the possibility of application of this method in teaching, to formulate recommendations for the implementation of PBL and to develop design of syllabus using PBL. To meet the objectives of the thesis semistructured interviews with faculty members of the occupational therapy studies at the 1st Medical Faculty of Charles University in Prague...

Thesis (Doctor of Radiography)--Cape Peninsula University of Technology, 2020 / Radiation therapy has undergone significant changes with regard to new medical imaging technologies, including computerised tomography (CT) and magnetic resonance imaging (MRI). Practitioners now have access to technologies that provide anatomical information in an infinite selection of views. Earlier advances in three-dimensional conformal radiation therapy (3D-CRT) allowed for the site of treatment to be accurately located. Intensity modulated radiotherapy (IMRT) enabled practitioners to accurately focus the ionising radiation beam, while modulating the intensity of the dose being administered. Currently, using image-guided radiotherapy (IGRT) methods, radiation therapists can track the effectiveness of treatment in real-time to provide better protection for the organs and tissue that are not targeted for treatment. The changes described above have fundamentally changed radiation therapy practice, and thus have implications for the training of radiation therapists. This thesis argues that without a deep understanding of the science underpinning the advancements in radiation therapy techniques, practitioners will be unlikely to achieve the necessary level of accuracy and consistency in treatment. Radiation physics concepts, such as sources and types of ionising radiation, ionisation, the isocentre and the Inverse Square Law underpin competent and safe practice. Threshold concepts, such as those listed above, have been identified as concepts that pose difficulty to students due to its complexity and the increased levels of cognitive challenge required to master a threshold concept. In applied disciplines, such as radiation physics, threshold concepts are strongly associated with competent practice. This study focused on the first year radiation physics curriculum and addressed the overarching research question: What is the relationship between threshold concepts in the radiation physics curriculum and radiation therapy practice? The study was guided by a translation device that combined two conceptual frameworks namely the Threshold Concept Framework and Legitimation Code Theory’s (LCT) Semantics dimension. LCT is a knowledge base theory that explains the complexity of knowledge structures. The Semantics dimension provided an explanation of the difficulty of concepts and proposed five pedagogies for the cumulative learning of complex concepts. A case study research design and methodology guided the research process. Data for the study comprised curriculum documents, and semi structured focus group and individual interviews with students, academic staff and clinical educators. The data were analysed using a translation device to show the semantic profile of curriculum documents, pedagogies and participants’ different understandings of the threshold concepts in radiation physics. The study found that threshold concepts in radiation physics underpin competent and safe practice. An external language of description was developed to identify the characteristics of threshold concepts. A virtual clinical environment was proposed as one of the pedagogies to aid mastering of threshold concepts through visualisation of the unseen by facilitating students’ understanding of threshold concepts for competent and safe radiation therapy practice. The study showed that students’ mastery of threshold concepts in radiation physics is critical for practice.

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The flipped classroom method is a popular way to use technology to assist with the delivery of educational experiences. Yet there is insufficient information regarding student opinions or outcomes about the flipped classroom method within physical therapy. The purpose of this case report was to describe student opinions and outcomes of the flipped classroom teaching and traditional lecture/lab methods of teaching within musculoskeletal physical therapy. Thirty-six (36) first-year physical therapy students enrolled at a regional physical therapy program completed an anonymous internet-based survey regarding their impressions of traditional and flipped classroom teaching methods. Flipped classroom and traditional teaching methods were both used within the same musculoskeletal course. The survey was created to aid in planning subsequent courses and asked questions about student's preferred teaching method (flipped, traditional, or both equal) across a variety of categories. Student exams scores, using the same question bank, were compared to the year prior as a quantitative outcome measure. Twenty-nine (29) students (81%) completed the survey. Generally, students preferred the flipped classroom. Compared to the previous year, test scores for all content areas were similar (± 4%) except cervical spine which was improved (>10%). When asked outright, 28/29 students preferred the flipped teaching method. Student opinions indicate the flipped classroom is preferable to traditional methods yet objective outcomes appear similar. Physical therapy educators seeking ways to improve the student experience using technology in the classroom may consider utilizing the flipped classroom method.

Over the last two decades there has been heightened interest in redefining faculty scholarship in higher education (Boyer, 1990). Trends have included the development of cultural frameworks for understanding how disciplines and institutions influence faculty work and how socialization processes impact academic career development. Despite the fact that the number of occupational therapy practitioners who have pursued doctoral training in pursuit of an academic career has failed to keep up with the need for qualified faculty, academic interest in developing disciplinary scholars to build the knowledge base of professional practice has been slow to develop. Furthermore, leadership interest in guiding the development of future faculty by studying how current occupational therapy faculty members are developing as scholars has been limited (AOTA, 2003). The purpose of this study was to develop a framework for describing scholarship in occupational therapy faculty members. A theoretically grounded case study design guided the selection of two occupational therapy departments, representing both a research university and a master’s college. Narrative data from occupational therapy faculty members in these institutions provided in-depth perceptions of how faculty members in diverse institutional settings develop a professional identity. Rich understandings of how clinical and academic socialization processes converge as faculty members in academic departments integrate competing influences from the academic culture, the institutional culture, and the professional culture to prioritize faculty work roles. The study revealed that although occupational therapy departments are succeeding within their institutional contexts, personal faculty priorities as clinicianteachers and institutional missions that create an imbalance in roles that favor teaching, continue to disadvantage certain faculty sub-cultures from evolving as disciplinary scholars. The implications of the failure of occupational therapy faculty members to adapt the researcher role as part of a professional identity include barriers to the development of disciplinary knowledge to support practice, and to the development of successful faculty careers that can be advanced in any institutional environment. The study identified a critical role for program leadership to act as change agents within departmental cultures to balance the need for productive disciplinary scholars, as well as effective clinician-teachers.

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Made available in DSpace on 2014-07-29T16:25:12Z (GMT). No. of bitstreams: 1 Dissertacao Carolina Gabriel Gomes.pdf: 692756 bytes, checksum: 444f65ba8bebba1b14c02c3bb07e730c (MD5) Previous issue date: 2011-06-11 / This research masters, developed in the graduate program in music of EMAC-UFG, in the line of research on music education and music therapy. Sought to verify the possibility of entering the professional music therapist in Multiprofessional Team from the Secretariat of education of the State of Goiás, to expand the actions developed through speeches musicoterapêuticas, enjoying the support and guidance schools met. It is believed that through music and its elements, used a musicoterapêutica approach, it is possible to develop positive relationships between students and teachers, family, favouring, qualitatively, the school environment. The theoretical reference is based on interdisciplinary studies in education, music therapy, Systemic Theory and studies about groups and teams. Qualitative character search based on case study using the participant observation, interventions music therapeutic and semi-structured interviews and data collection instruments, a sustained listening multidirectional performance music therapeutic mediating observations, actions and understandings about school context as a whole. Unable to experience the routine work of Multiprofessional Team, and identify difficulties as the disarticulation and contraposition of speeches that permearam the educational environment as well, to identify actions which the music therapist can develop to be inserted in it. Expanded the field of professional music therapist, allowing his performance in different spaces with diverse clienteles. Breaking paradigms was possible through the Systemic Theory and complex thought that aggregates the disciplines and sees school as a living organism in constant transformation. / Trata-se de uma pesquisa de mestrado, desenvolvida no Programa de Pós-Graduação em Música da EMAC-UFG, na linha de pesquisa Educação Musical e Musicoterapia. Buscou-se verificar a possibilidade de inserção do profissional musicoterapeuta na Equipe Multiprofissional da Secretaria da Educação do Estado de Goiás, visando ampliar as ações desenvolvidas através de intervenções musicoterapêuticas, beneficiando o serviço de apoio e orientação as escolas atendidas. Acredita-se que por meio da música e seus elementos, utilizados numa abordagem musicoterapêutica, é possível desenvolver positivamente as relações entre professores, familiares e alunos, favorecendo, qualitativamente, o ambiente escolar. O referencial teórico assenta-se nos estudos interdisciplinares na área da Educação, Musicoterapia, Teoria Sistêmica e estudos sobre grupos e equipes. A pesquisa de caráter qualitativo baseou-se no estudo de caso, utilizando-se da observação participante, das intervenções musicoterapêuticas e das entrevistas semi-estruturadas como instrumentos de coleta de dados, numa atuação multidirecional sustentada na escuta musicoterapêutica mediando observações, ações e entendimentos acerca do contexto escolar como um todo. Foi possível vivenciar a rotina de trabalho da Equipe Multiprofissional, e identificar dificuldades como a desarticulação de ações e contraposição de discursos que permearam o ambiente educacional, bem como, identificar ações que o musicoterapeuta pode desenvolver ao ser inserido na mesma. Ampliou-se assim o campo de trabalho do profissional musicoterapeuta, possibilitando sua atuação em diferentes espaços com diversas clientelas. A quebra de paradigmas foi possível através da Teoria Sistêmica e do Pensamento Complexo que agrega as disciplinas e considera a escola como um organismo vivo em constante transformação.

Many health professions are exploring the unique qualities of humanities for insights about humanistic practices, however humanities-based pedagogy has particular relevance to occupational therapy. Given the pressures to standardize and rely on quantitative evidence in occupational therapy practice, it is particularly important to provide students with a strong foundation in humanistic principles that are at the core of the profession. This doctoral project used the pedagogy of John Dewey and evidence in health humanities to develop a humanities-informed course in occupational therapy titled, Perspectives on Disability and Health and Older Adults. The course design integrates physical and biological sciences, social sciences and humanities to offer multi-focal insights into the perspectives of others, and to foster self-awareness and reflexivity. Students will engage with interdisciplinary faculty and older adults in experiences with visual art, performance, and literature to explore human experiences relating to occupation. The course aims for students to advance their understanding of the artistry of practice, to foster client-centered practice, and to advance critical thinking. An evaluation using both formative and summative methods will be used to improve the course and assess its impact on students. The project provides an example for other faculty who are inspired to use humanities to teach client centeredness, artistry of practice and critical thinking. Deweyan informed humanities based learning may contribute to wise occupational therapy practices and growth of the profession.