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Margaret M. Plack, PT, DPT, EdD Professor of Physical Therapy School of Medicine and Health Sciences The George Washington University Washington, DC Maryanne Driscoll, PhD Educational Psychologist and Associate Professor School of Health Sciences Touro College New York, New York www.Healio.com/books Copyright © 2017 by SLACK Incorporated Instructors: Teaching and Learning in Physical Therapy: From Classroom to Clinic, Second Edition Instructor’s Manual is also available from SLACK Incorporated. Don’t miss this important companion to Teaching and Learning in Physical Therapy: From Classroom to Clinic, Second Edition. To obtain the Instructor’s Manual, please visit http://www.efacultylounge.com All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission from the publisher, except for brief quotations embodied in critical articles and reviews. The procedures and practices described in this publication should be implemented in a manner consistent with the professional standards set for the circumstances that apply in each specific situation. Every effort has been made to confirm the accuracy of the information presented and to correctly relate generally accepted practices. The authors, editors, and publisher cannot accept responsibility for errors or exclusions or for the outcome of the material presented herein. There is no expressed or implied warranty of this book or information imparted by it. Care has been taken to ensure that drug selection and dosages are in accordance with currently accepted/recommended practice. Off-label uses of drugs may be discussed. Due to continuing research, changes in government policy and regulations, and various effects of drug reactions and interactions, it is recommended that the reader carefully review all materials and literature provided for each drug, especially those that are new or not frequently used. Some drugs or devices in this publication have clearance for use in a restricted research setting by the Food and Drug and Administration or FDA. Each professional should determine the FDA status of any drug or device prior to use in their practice. Any review or mention of specific companies or products is not intended as an endorsement by the author or publisher. SLACK Incorporated uses a review process to evaluate submitted material. Prior to publication, educators or clinicians provide important feedback on the content that we publish. We welcome feedback on this work. Published by: SLACK Incorporated 6900 Grove Road Thorofare, NJ 08086 USA Telephone: 856-848-1000 Fax: 856-848-6091 www.Healio.com/books Contact SLACK Incorporated for more information about other books in this field or about the availability of our books from distributors outside the United States. Names: Plack, Margaret M., author. | Driscoll, Maryanne, author. Title: Teaching and learning in physical therapy : from classroom to clinic / Margaret M. Plack, Maryanne Driscoll. Description: Second edition. | Thorofare, NJ : Slack Incorporated, [2017] | Includes bibliographical references and index. Identifiers: LCCN 2016055499 (print) | LCCN 2016056009 (ebook) | ISBN 9781630910686 (paperback) | ISBN 9781630910693 (epub) | ISBN 9781630910709 (Web) Subjects: | MESH: Physical Therapy Modalities--education | Learning | Teaching Classification: LCC RM706 (print) | LCC RM706 (ebook) | NLM WB 18 | DDC 615.8/2071--dc23 LC record available at https://lccn.loc.gov/2016055499 For permission to reprint material in another publication, contact SLACK Incorporated. Authorization to photocopy items for internal, personal, or academic use is granted by SLACK Incorporated provided that the appropriate fee is paid directly to Copyright Clearance Center. Prior to photocopying items, please contact the Copyright Clearance Center at 222 Rosewood Drive, Danvers, MA 01923 USA; phone: 978-750-8400; website: www.copyright.com; email: info@copyright.com Dedication In memory of my best friend from the womb! I have never met a stronger, more kind-hearted woman, mother, daughter, aunt, sister-in-law, sister, and friend! To my twin sister, my soul sister, Kathy, who taught me more than she will ever know. To my family, particularly my husband and soul mate, Tom, thank you. This would not have happened without all of the love and support that you have shown me throughout the years. Margaret M. Plack, PT, DPT, EdD I dedicate this book to my family, immediate and extended, for their love and support. Chuck, Meg, Mike, Chad, and Nicole, educators in their own right, demonstrate daily the importance of being creative and seeking the best way to reach and teach individuals in their charge. Maryanne Driscoll, PhD Contents Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi Contributing Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii Foreword by Michael Pagliarulo, PT, MA, EdD, BA, BS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xv Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii Section I Who Are We as Teachers and Learners? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter 1 Filters: Individual Factors That Influence Us as Teachers and Learners . . . . . . . . . . . . . . . . . . . . . . . 3 Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 2 Reflection and Questions: Developing Self-Awareness and Critical Thinking for Continuous Improvement in Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 3 Communication and Conflict Negotiation: Facilitating Collaboration and Empowering Patients, Family Members, and Peers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 4 The Brain: Translating Current Concepts in Brain Science to Inform the Practice of Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Section II Designing, Implementing, and Assessing Effective Instruction . . . . . . . . . . . . . . . 127 Chapter 5 Systematic Effective Instruction 1: Keys to Designing Effective Presentations . . . . . . . . . . . . . . . 129 Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 6 Systematic Effective Instruction 2: Going Beyond the Basics to Facilitate Higher-Order and Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Elizabeth Ruckert, PT, DPT, NCS, GCS and Margaret M. Plack, PT, DPT, EdD Chapter 7 Systematic Effective Instruction 3: Adapting Instruction for Varied Audiences and Formats . . .219 Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 8 Motor Learning: Optimizing Conditions for Teaching and Learning Movement . . . . . . . . . . . . . 239 Joyce R. Maring, PT, DPT, EdD and Susan Joy Leach, PT, PhD, NCS, CEEAA Chapter 9 Patient Education: Facilitating Behav ior Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Section III From Classroom to Clinic and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 Chapter 10 Communities of Practice: Learning and Professional Identity Development in the Clinical Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .317 Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 11 The Learning Triad: Optimizing Supports and Minimizing Barriers to Learning in the Clinical Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .337 Margaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD viii Contents Chapter 12 Teaching and Learning in the Clinical Setting: Striving for Excellence in Clinical Practice . . . . 357 Aaron B. Rindflesch, PT, PhD, NCS; Heidi J. Dunfee, PT, DScPT; and Margaret M. Plack, PT, DPT, EdD Chapter 13 Harnessing Technology: Enhancing Learning in the Clinic and the Classroom . . . . . . . . . . . . . . 393 Laurie J. Posey, EdD and Laurie B. Lyons, MA Financial Disclosures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .421 Instructors: Teaching and Learning in Physical Therapy: From Classroom to Clinic, Second Edition Instructor’s Manual is also available from SLACK Incorporated. Don’t miss this important companion to Teaching and Learning in Physical Therapy: From Classroom to Clinic, Second Edition. To obtain the Instructor’s Manual, please visit http://www.efacultylounge.com Acknowledgments As with the first edition, countless individuals need to be acknowledged for their ongoing role in helping us learn. To the many students, faculty, and clinicians with whom we have interacted, thank you for your insights and for what you have taught us over the years. The teaching-learning experience truly is a two-way street, and at times we wonder if we gain more than we give! It is a true honor and privilege to work with students, faculty, and clinicians who value teaching and learning and view it as integral to the quality of care they provide. To our contributors, we thank you for your insights and for helping us continue to refine our own teaching philosophies. In this, our second edition, there are 2 additional individuals in par ticular we would like to acknowledge: Kristen Wolf and Linda Cotton. Kristen is a doctor of physical therapy student at The George Washington University in Washington DC. She has been a dedicated research assistant over the past year, gathering articles, creating annotated bibliographies, referencing chapters, designing figures, and, most importantly, providing some exceptional insight into the process. Linda Cotton is a graphic designer who is a multimedia specialist and member of the health sciences instructional design team at The George Washington University. Linda’s keen eye for and skill in designing figures has truly enhanced this edition. The work of these women has been invaluable; they have been perceptive, patient, persistent, and fun individuals with whom to work! To both of you: THANK YOU!