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An interprofessional faculty group analyzed a critical reflection assignment of students in a service-learning practicum interprofessional education (IPE) course. Students were from ten programs: physical therapy, occupational therapy, nuclear medicine technology, radiation therapy, athletic training, nursing, investigative medical science, cytotechnology, nutrition and dietetics, and clinical laboratory science. Research questions investigated what the assignments revealed about students'doi:10.22230/jripe.2014v4n2a170 fatcat:orput3jyv5hb7exhqbq6imvn2y
more »... bout students' application of beliefs, emotions, and behaviours, and if course objectives were met.Methods and Findings: This qualitative study retrospectively analyzed one critical reflection from the course conducted in 2011. Researchers selected a stratified sample of 40 assignments from a population of 278. Nine major themes emerged: achieving IPE outcomes, engaging in team process, learning culture/community engagement, being client/patient centred, becoming aware of behaviours, experiencing barriers, articulating beliefs, connecting with course objectives, and expressing emotions.Conclusions: In an IPE practicum course, transformative learning was evident. Students articulated beliefs, emotions, and behaviours related to interprofessional teamwork. Students expressed detailed understanding of team processes. For future research, critical reflection assignments were useful to assess student beliefs, emotions, and behaviours in a practicum course. We suggest studying practice among health professionals who have experienced IPE compared with those who have not had IPE in their professional curricula.
Purpose: Mentoring is a process and a relationship between a novice and an expert that fosters intellectual, personal and professional growth. The purposes of this article are to describe: 1) the structured academic component of a comprehensive mentoring program for students in a physical therapy program; and 2) the perceptions of faculty and students regarding this academic mentoring program. Method: Faculty and students completed electronic questionnaires developed specifically for eachfatcat:ydp633n6rvd6nkrfox2f76jf6u
more »... ally for each group. Results: Return rate was 54.50% (N=286) for students and 100% (N=18) for faculty. Overall, student positive response rates regarding the effect of the mentoring program on educational experiences, value of the program and communication with faculty mentor all exceeded 90.00%. Faculty responses revealed 88.89% agreed their mentees benefited from meeting with them regarding academic issues, 94.12% believed the mentoring program was valuable, and 82.35% thought the program was worth the time spent participating in it. Conclusion: Faculty mentors and student mentees perceived that students benefited from academic mentoring and that the mentoring program was valuable and worth the time spent participating in it. Other academic units may use this process as a basis for critical dialogue for developing the desired academic mentoring system for that particular academic unit. Faculty and Student Perceptions of a Physical Therapy Academic Mentoring Program 2
The Internet Journal of Allied Health Sciences and Practice
An ongoing challenge for faculty is to determine effective and efficient mechanisms for assisting students to achieve academi success. Supplemental Instruction (SI), a form of peer tutoring, has been defined as a peer that targets difficult courses and is offered to students enrolled in those courses. physiology is difficult, the authors chose this c study. SI was offered over a three-year period to physical the purposes of this study were to 1) determine the p identify reasons students neverfatcat:jm4ecycbojc57iuoxe36j2gxcy