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- Lectures
Lecture is a structured, instructor-led method for delivering theoretical knowledge on physiotherapist’s role in the multidisciplinary team (MDT) and relevant physiotherapy assessment and management. Lectures are used to introduce foundational concepts of the above concepts, ensuring students develop a strong conceptual understanding before engaging in clinical practice. Lectures provide a clear conceptual grounding, supports systematic knowledge acquisition and ensures content standardization of knowledge and skills that are delivered.
Lectures can be delivered using following steps.
Develop outcome-based PowerPoint presentations
Include guided discussion points
Embed links to credible videos and articles
Obtain feedback for further improvements
Lectures can be used for blended learning, scaffolded instruction, and cognitive structuring.
2. Interdisciplinary Discussions and Demonstrations
2. Interdisciplinary Discussions and Demonstrations
This is a collaborative learning method where students interact with multidisciplinary professionals to understand integrated care. It reflects real healthcare environments where physiotherapists coordinate with multiple professionals in geriatric care.
Interdisciplinary discussions and demonstrations are important in enhancing teamwork skills, promoting holistic care understanding and strengthening professional identity. This activity can be carried out as follows:
Plan essential components of the session
Invite professionals for demonstrations
Invite consented patients for demonstrations
Facilitate structured discussion panels
Obtain feedback for further improvements
Interprofessional education, collaborative learning and team-based learning are incorporated into the course to deliver this activity.
3. Role Play and Simulated Patient Interaction
3. Role Play and Simulated Patient Interaction
Role plays and simulated patient interactions engage students in simulated clinical scenarios to practise communication and behavioral skills other than the practical skills. This method enable training students in empathetic and adaptive communication with older adults and caregivers to enhance physiotherapy management. Simulated cases provide an safe environment for skill rehearsal, improves confidence and empathy and enhances communication competence.
These sessions can be oragnized as follows.
Develop structured scenarios
Assign roles (patient, therapist, observer)
Prepare tailored feedback activities
Conduct feedback sessions
Educational concepts behind this teaching method are simulation-based education, experiential learning and reflective practice.
4. Case-based learning (CBL) / Problem-based learning (PBL)
4. Case-based learning (CBL) / Problem-based learning (PBL)
Case-based learning is a learner-centered approach where real patient cases are used to integrate physical, cognitive, psychosocial, and environmental assessment data. Geriatric assessment and management in physiotherapy requires holistic interpretation of multiple assessment findings and design a management plan which is effectively developed through CBLs and PBLs.
CBLs and PBLs enhance clinical reasoning, promotes integrated thinking and encourages collaborative problem solving.
These can be conducted as follows:
Select real or simulated patient cases
Prepare guiding questions
Facilitate tutor-led group discussions
Obtain feedback for further improvements
Reflective learning, clinical reasoning development and integrated assessment practice are educational concepts behind these methods.
5. Supervised Clinical Practice Sessions
5. Supervised Clinical Practice Sessions
Work-based learning enables students engage in supervised hands-on assessment and intervention. It directly supports acquisition of real-life competencies required for geriatric assessment and management. Supervised clinical practice sessions enhance skill proficiency, develops clinical reasoning and bridges theory-practice gap.
The sessions can be conducted as follows.
Identify potential clinical settings
Appoint clinical supervisors
Communicate with clinical supervisors
Assign students to clinical settings
Provide clinical workbooks
Regular monitoring to ensure supervision and structured feedback
The students are engaged in experiential learning, competency-based education and supervised clinical mentoring during these sessions.
6. Student Seminars and E-Poster Sessions
6. Student Seminars and E-Poster Sessions
Student seminars and E-poster sessions are learner-led presentations focusing on evidence-based topics. It encourages exploration of current evidence in geriatric physiotherapy. It promotes research skills, encourages independent learning and strengthens academic communication.
To conduct these sessions below mentioned steps should be followed.
Assign topics
Provide poster templates
Use assessment rubrics
Obtain feedback for further improvements
The students are engaged in active learning, evidence-based learning and scholarly inquiry in this activity.
7. Reflection and Self-Evaluation
7. Reflection and Self-Evaluation
Reflection and Self-evaluation is a metacognitive strategy where students critically analyze their own performance. It supports continuous improvement and clinical skill refinement. It develops self-awareness, encourages lifelong learning and improves performance quality.
To conduct these sessions below mentioned steps should be followed.
Prepare reflective diaries and notes and share among students
Provide guiding questions
Schedule feedback meetings
The students are engaged in reflective learning, continuous professional development and formative assessment.
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