Extraordinary Learning in the Workplace

Hafler, Janet P.

doi:10.1007/978-94-007-0271-4

2011

DOI: 10.1007/978-94-007-0271-4

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Extraordinary Learning in the Workplace

Janet P. Hafler

Abstract: The primary aim of this book series is to provide a platform for exchanging experiences and knowledge about educational innovation and change in professional education and post-secondary education (engineering, law, medicine, management, health sciences, etc.). The series provides an opportunity to publish reviews, issues of general significance to theory development and research in professional education, and critical analysis of professional practice to the enhancement of educational innovation in the profes… Show more

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Cited by 7 publications

References 355 publications

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The Future of the Lecture in Neurology Education

2018

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The lecture has been a core pedagogical method since the early days of formal medical education. Although approaches to formal lectures have evolved over the years, there has been ongoing debate about the role that lectures should play in modern medical education. Arguably, traditional lectures do not align well with modern learning theory, and do not take full advantage of our current knowledge of how people learn. In many modern medical curricula, lectures have been replaced by self-study activities, including video-based lectures, computer-based learning modules, and other self-directed learning. We argue that scheduled "together time" is still important, particularly in neurology education, where there is a strong emphasis on clinical reasoning. We outline alternative teaching methods that effectively use this time, including the flipped classroom, just-in-time teaching, problem-based learning, and team-based learning. We discuss ways in which these approaches may be particularly conducive to components of neurology education.

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The Future of the Lecture in Neurology Education

2018

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Competency-Based Education and Practice in Physical Therapy: It’s Time to Act!

et al. 2022

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Competency-based education (CBE) is a concept, a philosophy, and an approach to educational design where learner progression occurs when competency is demonstrated. It assumes a set of standard defined performance outcomes for any level of professional practice—students, residents, or practicing physical therapists. Those outcomes are based on the health needs of society and guide the curricular design, implementation, and evaluation of health professions education programs. Lack of a CBE framework—with no required demonstration of competence throughout one’s career—has the potential to lead to variation in physical therapists’ skills and to unwarranted variation in practice, potentially hindering delivery of the highest quality of patient care. CBE requires a framework that includes a commonly understood language; standardized, defined performance outcomes at various stages of learner development; and a process to assess whether competence has been demonstrated. The purpose of this perspective article is to (1) highlight the need for a shared language, (2) provide an overview of CBE and the impetus for the change, (3) propose a shift toward CBE in physical therapy, and (4) discuss the need for the profession to adopt a mindset requiring purposeful practice across one’s career in order to safely and most efficiently practice in a given area. Utilizing a CBE philosophy throughout one’s career should ensure high-quality and safe patient care to all—patient care that can adapt to the changing scope of physical therapist practice as well as the health care needs of society. The physical therapy profession is at a point at which we must step up the transition to a competency-based system of physical therapist education.

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National Study of Excellence and Innovation in Physical Therapist Education: Part 1—Design, Method, and Results

et al. 2017

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Building on the work of the Carnegie Foundation's Preparation for the Professions Program, a conceptual model was developed, representing the dimensions and elements of excellence in physical therapist education that is centered on the foundational importance of a nexus of linked and highly valued aims of being learner centered and patient centered in all learning environments, both academic and clinical.

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Extraordinary Learning in the Workplace

Cited by 7 publications

References 355 publications

The Future of the Lecture in Neurology Education

The Future of the Lecture in Neurology Education

Competency-Based Education and Practice in Physical Therapy: It’s Time to Act!

National Study of Excellence and Innovation in Physical Therapist Education: Part 1—Design, Method, and Results

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