By Patricia Solomon, Sue Baptiste
We are so much lucky to be housed in an establishment that embraces probability taking and innovation in schooling. a part of the enjoyment of operating at McMaster college is the experience that you'll be supported on your efforts to improve new methods of facilitating studying whether those will not be continually winning. we're privileged to paintings with a bunch of outstanding colleagues who embody - novation and attempt for ongoing excellence in schooling. Their dedication and - thusiasm emerges during the interpreting of the chapters. Patricia Solomon Sue Baptiste Hamilton,Ontario December,2004 Contents VII Contents bankruptcy 1 abilities for the Rehabilitation specialist of the longer term Patricia Solomon, Sue Baptiste New abilities for the altering perform Context . . . . . . . . . . . . . . . 2 Self-directed and lifetime studying abilities . . . . . . . . . . . . . . . . three Evidence-based perform abilities . . . . . . . . . . . . . . . . . . . . . . four session abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . five verbal exchange talents . . . . . . . . . . . . . . . . . . . . . . . . . . five Professionalism and moral selection Making . . . . . . . . . . . . . . . 6 boundaries to imposing cutting edge Curricula . . . . . . . . . . . . . . 7 end . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . eight References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . nine bankruptcy 2 Curriculum improvement and layout Sue Baptiste, Patricia Solomon The Pedagogical Framework: Problem-based studying . . . . . . . . . . 12 impending the duty of Curriculum Renewal . . . . . . . . . . . . . . . thirteen the place to start? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Designing Our New courses . . . . . . . . . . . . . . . . . . . . . . . sixteen Redevelopment inside a Problem-based studying tradition . . . . . . . . 18 Integration of Experiential perform instruction inside of a Problem-based studying Framework . . . . . . . . . . . . . . . 18 review inside a Graduate Problem-based studying Framework . . . . 19 end . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 VIII Contents bankruptcy three techniques for Integrating easy Sciences in Curriculum Hallie Groves easy Sciences in an built-in Curriculum: What to benefit? . . . . . . . 24 suggestions for Integrating uncomplicated Sciences into leading edge Curricula . . . . 25 choosing studying assets . . . . . . . . . . . . . . . . . . . . . . . .
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Additional info for Innovations in Rehabilitation Sciences Education: Preparing Leaders for the Future
Example text
Similarly, we were committed to maintaining a student-centered approach. One core difference was to be the manner in which the experiential component of professional preparation would be integrated more centrally into both curricula. Previously, the curricula were designed in a more traditional fashion whereby the clinical fieldwork experiences were placed at the end of each study term and were linked directly to the area of academic focus for the preceding learning block. By definition, once the overarching concepts of the curricula were determined to be different from the previous models, then fieldwork placements would become less strictly aligned.
9. 10. Give rationale for the curriculum and form a planning group Generate general educational objectives for the curriculum Assess the educational needs of future students Apply general principles of PBL to the curriculum Structure the curriculum and generate a curriculum blueprint Elaborate the unit blueprints Construct the study units Decide on student assessment methods Consider the educational organization and curriculum management model Evaluate the curriculum and revise as appropriate Adapted from Wiers et al.
Hence, the final unit of study focused on integrated practice dealing with clients with complex multisystem health care problems. Following the initial planning process, it is now time to initiate the plan. It is during this time period that the “unfreezing” of old organizational patterns and the introduction of innovations into the educational environment take place (Burton and McDonald 2001). Often, while there is a strong commitment to engaging in the conversations that lead to the design of a changed reality, it is a very different matter to start “doing” and actually making that changed reality come to life.