This course is taught in a format called "Problem Based Learning".
All throughout the professional phase of the program in Physical Therapy
here at Bradley, you have been incorporating some individual inquiry through
the use of various case studies that are used to "bring to life"
some part of the lecture. This course is almost solely a self directed learning
course. In english, there are NO LECTURES.
Instead of sitting and listening to a long winded lecture, you will be an
active participant in the learning process. This doesn't mean that no teaching
is occurring, it just probably won't be from the "instructor".
Instead, you'll be learning alot on your own, and much from the members
of the group that you will be working with over the semester.
So how does it work? Basically, instead of formal 50 minute classes 3 times
a week, you will instead be meeting usually once a week (or less) in a "tutoring"
session with your group members and your tutor (which will not be me for
every group -- other faculty and clinicians will be involved). At the tutoring
session, you will go over your problem for that 2 week period. You will
talk alot....the tutor should talk little. The tutor's role is one of a
guide...to keep your group focused, moving forward, and hopefully from falling
off into some irrelevant abyss somewhere. Just so you know, there is an
agenda for every problem that the tutor knows about - learning objectives
that we definitely want you to cover for that problem. The tutor will guide
you through those objectives...please notice the word "guide"
(ie., they will not list them out for you...sorry!). Anything else that
you uncover while you are gathering information about your problem (and
there will be lots) is great, and will add to your knowledge covering the
topic.
At the end of the two week session (one week sessions toward the end of
the semester when you get really good at this) your group will give a formal
presentation
to the class covering the information that they gathered. This presentation
is the basis for the midterm and final exam for the class...so you are in
essence teaching your peers.
A word about the exams: The multiple
choice exams in this class are given as individual and group exams. First
the exam is taken by the individual. Then you will be put into groups, with
one representative from each of the problem based groups. In the test group,
each student will be considered the content expert for their problem based
group. Your group will then retake the same test in their test groups. Discussion
and debate is encouraged. For each multiple choice item, the group is allowed
to submit 3 answers. Your group will be given a percentage score for the
number of correct answers. For example, if the test was 10 items, each item
consisting of an A,B,or C multiple choice question, each group could score
a maximum of 30 points. An answer could be all "B's" for example,
or could be a combination like "B,B,C", if the group could not
unanimously agree. If the answer was correct as B, the group would score
from 0 - 3 points. The process allows for group participation, because your
group will use a variety of means to reach their answer -- teaching, collaboration,
consensus, and debate. Each student then receives an individual grade and
a group grade for each examination given.
In addition to individual and group tests, you will also be given the opportunity
to appeal an incorrect answer on a test for credit on the exam. Only written
appeals submitted by the test group will be accepted and supporting references
must be cited.
At the end of the semester, each individual student will turn in a portfolio that they have creating reflecting
their individual work on each of the five problems they covered during the
semester. Portfolios can be created in a variety of ways. Most students
include some sort of summary statement regarding the work they did on each
problem. I require that you cite your references in some standard format....APA,
AMA, whatever. Students also typically include copies of articles, brochures,
transcripts or summaries of personal interviews etc., that they gathered
during their information hunt. My only rules are that you organize your
work so that I can find it, and that you cite your references (don't forget
Internet addresses). The bigger the variety of references, the better. For
example, I will look much more kindly on a student that used refereed journals,
books, the Internet and personal interviews, than I will a student who just
used the textbooks that they already own. Don't forget media resources...
videotapes, etc can give lots of information. For the very brave of you...why
don't you create an electronic portfolio??? (not required though). This
portfolio is YOUR property...I will just browse through it. It will be returned
to you...so make it something that you can use in your professional career.
Former students say that inservices during clinicals were a breeze, many
of them just used their portfolio work.
I would like to formally acknowlegde Paula Richley Geigle, MS, PT for
all of her contributions toward the creation of this course. Paula was instrumental
in developing this course in the problem based format during her years as
a professor in the Department of Physical Therapy at Bradley University.
She is currently a clinical assistant professor in the Department of Physical
Therapy at Widener University.
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