Margaret M. Plack and Maryanne Driscoll.
AND LEARNING IN PHYSICAL THERAPY: FROM CLASS-ROOM TO CLINIC
Bibliographic Data: ISBN: 978-1-55642-872-2; 2011 by SLACK Incorporated,
NJ, USA, 277 pages, soft cover, $43.95.
Subjects: Effective Teaching, Effective Learning, Patient Education,
Evidence Based Principles, Physical Therapy.
Reviewed by: Ufuk
Sekir, MD, Assoc. Prof., Department of Sports Medicine, Medical School of
Uludag University, Bursa, Turkey.
Journal of Sports Science and Medicine (2011) 10, 425
and Learning in Physical Therapy: From Classroom to Clinic provides
an excellent resource for the health professional that applies the
principles of evidence-based practice to teaching and adult learning
within the context of health care. The framework for this text considers
the capabilities, needs, and goals of learners, patients, and educators
with sufficient occasions for readers to integrate and reinforce learned
concepts through personal reflection, thought-provoking questions,
and real-world case situations.
goal of the book, as stated in the introduction, is to offer a systematic
approach to designing, implementing, and evaluating effective teaching-learning
experiences. The authors state that this book is designed for those
looking to enhance their skills both as an educator and as a learner
in physical therapy.
book is divided into three sections which are subdivided into 10 clearly
written and well documented chapters, and each chapter has essential
references at the end. Section I addressing the subject: "Who
Are We as Teachers and Learners?" includes three chapters with
the headings: 1- "Filters: Individual Factors That Influence
Us as Teachers and Learners", 2- "Reflection and Action
Learning: Keys to Self-Awareness, Problem Solving, and Continuous
Improvement in Practice", and 3- "The Brain: How Current
Concepts in Brain Function May Inform Teaching and Learning".
Section II addressing the subject: "Designing, Implementing,
and Assessing Effective Instruction" includes also three chapters
with the headings: 4- "Systematic Effective Instruction: Keys
to Designing Effective Presentations", 5, "Design Considerations:
Adapting Instruction for Varied Audiences and Formats", and 6-
"Strategies for Teaching and Learning Movement". Finally,
Section III addressing the subject: "From Classroom to Clinic
and Beyond" includes four chapters with the headings: 7- "Communities
of Practice: Learning and Professional Identity Development in the
Clinical Setting", 8- "The Learning Triad: Strategies for
Optimizing Supports and Minimizing Barriers to Facilitate Learning
in the Clinical Setting", 9- "Patient Education: Facilitating
Behavior Change", and 10- "Harnessing Technology: Tools
to Enhance Learning in the Clinic and the Classroom"..
student, clinician, first-time presenter, teacher and learner in the
fields of physical therapy will benefit from this book and find it
chapter begins with learning objectives that clearly delineate what
the reader will be able to do after completing the chapter and concludes
with key summary points to reinforce concepts and summarize the salient
points. "Stop and Reflect" sections invites a purposeful
pause with time to think about questions, thereby discovering how
new concepts can be integrated or adapted by the reader in his or
her environment. "Critical Thinking Clinical Scenarios"
provides multiple opportunities for the reader to apply and adapt
key concepts to real world situations that may parallel those that
the reader encounters throughout his or her professional life.