Advancing Acute Care Education Through Outcome-Driven Approaches
Section: Academy of Acute Care PT
Session Code: AC-2C-8376
Date: Friday, January 25, 2019
Time: 3:00 PM - 5:00 PM
Location: Walter E. Washington Convention Center
Session Type: Educational Sessions
Session Level: Intermediate
This session builds on the CSM 2018 session titled Being an Acute Care Educator: The How, the What, and the Why, which addressed common faculty expectations of acute care educators and discussed the application of evidence-based curricular design. The session will provide detailed information from a nationwide survey on the methods, time commitment, and resources currently being implemented in physical therapist education for acute care practice. Speakers from 5 physical therapy programs will discuss their varied educational approaches, including problem-based learning, case-based learning, flipped classroom, simulation, and interprofessional education. They also will present the results of their curricular research to date, including their assessment of students' knowledge, confidence, and self-efficacy relevant to acute care practice. APTA's education strategic plan goal #15 calls on educators to utilize evidence-based strategies that are effective in promoting learning outcomes. This session will provide acute care educators outcome-driven, effective tools and resources for curricular design and teaching methods that demonstrate increased knowledge, confidence, and self-efficacy in physical therapist students. The speakers intend to advance the conversation about how to best prepare students for effective practice in the acute care setting.
Learning Objectives: Upon completion of this course, you will be able to:
1. Develop or revise your current acute care education teaching strategies/curricular model to meet students' acute care education needs based upon current evidence.
2. Create significant learning for physical therapist students, through curricular design, to enhance confidence, knowledge, and self-efficacy for readiness to practice in acute care clinical education.
3. Utilize the evidence to create in- and out-of-classroom opportunities to enhance learning for the acute care practice environment.
4. Create opportunities to engage learners in a deeper understanding of educational information, increase active critical thinking, and transform learning experiences for increased cognitive complexity through the utilization of dynamic curricular approaches.
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