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Maximizing Learning Objectives of a General Medical Clinical Education Experience Chad A. Clements, MS, ATC Department of Physical Therapy & Athletic Training.

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Presentation on theme: "Maximizing Learning Objectives of a General Medical Clinical Education Experience Chad A. Clements, MS, ATC Department of Physical Therapy & Athletic Training."— Presentation transcript:

1 Maximizing Learning Objectives of a General Medical Clinical Education Experience Chad A. Clements, MS, ATC Department of Physical Therapy & Athletic Training College of Health and Rehabilitation Sciences: Sargent College Arturo Aguilar, MD Department of Family Medicine Boston Medical Center

2 Maximizing Learning Objectives of Any Real World Professional Education Experience Chad A. Clements, MS, ATC Department of Physical Therapy & Athletic Training College of Health and Rehabilitation Sciences: Sargent College Arturo Aguilar, MD Department of Family Medicine Boston Medical Center

3 Boston University Slideshow Title Goes Here CEIT Instructional Innovation Conference Original Design 20 hours of experience with physician Document all patient cases in journal Write a case study Minimum of 20 patient encounters

4 Boston University Slideshow Title Goes Here CEIT Instructional Innovation Conference Course Objectives 1.Identify and understand the roles of various medical personnel in the referral, management and treatment of patients suffering from general medical conditions. 2.Determine a course of action (e.g., referral, containment, rest, and continued activity) for the individual who has signs and symptoms of a non-orthopedic condition. 3.Develop a familiarity with the methods and tools used in the examination, diagnosis and documentation of general medical conditions. 4.Acquire a skill set that enables the athletic training student to appropriately care for individuals who are suffering from a general medical condition.

5 Boston University Slideshow Title Goes Here CEIT Instructional Innovation Conference Initial case posted weekly to discussion board by assigned student Classmate response Expert posts follow-up to responses Classmate response Addition of asynchronous discussion

6 Boston University Slideshow Title Goes Here CEIT Instructional Innovation Conference Results  Clinical Experience  Face-to-face student discussion  On-line physician discussion

7 Boston University Slideshow Title Goes Here CEIT Instructional Innovation Conference Expert posts individualized feedback & assessment of each response Initial case posted to discussion board weekly by assigned student Classmate response Initial poster summarizes responses & provides answers to questions posed F2F Current design

8 Boston University Slideshow Title Goes Here CEIT Instructional Innovation Conference The Expert Experience  Unique - interaction with some students on both sides of the discussion board  Level of student understanding in clinic vs. on-line  Learning experience for expert

9 Boston University Slideshow Title Goes Here CEIT Instructional Innovation Conference Final thoughts  Relatively simple to implement  Learning curve & changing nature of instructor’s role  If at first you don’t succeed…  Sum greater than parts  Mutually advantageous – who is your expert

10 Boston University Slideshow Title Goes Here CEIT Instructional Innovation Conference Thank you – Questions?

11 Boston University Slideshow Title Goes Here CEIT Instructional Innovation Conference References Charalambos, V., Michalinos, Z., & Chamberlain, R. (2004). The design of online learning communities: critical issues. Educational Media International, 41, Heckman, R. & Annabi, H. (2006). How the teacher’s role changes in on- line case study discussions. Journal of Information Systems Education, 17, Webb, E., Jones, A., Barker, P, & van Schaik, P (2004). Using e-learning dialogues in higher education. Innovations in Education and Teaching International, 41,


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