Embedded Files
1. Lectures
1. Lectures
Lectures provide a structured, instructor-led way to deliver core theoretical knowledge on geriatric syndromes, CGA principles, assessment tools, and emerging trends. They introduce essential concepts and ensure students gain a solid understanding before moving to practical work. Lectures also support systematic knowledge acquisition and ensure consistent, standardized content delivery.
Lectures can be delivered using the following steps:
Develop outcome-based PowerPoint presentations
Include guided discussion points
Embed links to credible videos and articles
Lectures can be used for blended learning, scaffolded instruction and cognitive structuring.
2. Practical Sessions (Skills-based Learning)
2. Practical Sessions (Skills-based Learning)
Practical sessions provide supervised, hands-on training in applying key geriatric assessment tools across physical, cognitive, and psychosocial domains. Students practice validated tools such as TUG, MMSE, GDS, and frailty measures, building technical competence and confidence. These sessions strengthen clinical skills, improve accuracy and reliability, and prepare students for modern, evidence-based practice.
Practical sessions can be conducted using the following steps:
Demonstrate assessment tools
Provide practical guides
Use checklists for evaluation
Obtain feedback for further improvements
Practical sessions associate experiential learning, competency-based training and skills mastery learning concepts.
3. Case-based Learning (CBL)/ Problem-based Learning (PBL)
3. 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 in physiotherapy requires a holistic interpretation of multiple assessment findings, which is effectively developed through case-based discussions.
CBLs and PBLs enhance clinical reasoning, promote integrated thinking and encourage 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.
4. Video-based Learning and Evaluation
4. Video-based Learning and Evaluation
Students create and analyze assessment videos to demonstrate and critique CGA procedures. Video portfolios support observation, reflection, and standardization of assessment performance. Video-based learning and evaluation sessions involve encouraging self-review, enhancing observational learning and supporting peer feedback. Educational background behind this activity is multimodal learning, reflective practice and peer assessment.
The sessions can be conducted as follows:
Guide students on video creation
Use evaluation rubrics
Conduct reflective discussion sessions
Obtain feedback for further improvements
5. Guided Discussions
5. Guided Discussions
Facilitated discussions enable critical analysis of ethical issues, trends, and implementation strategies. These encourage critical thinking on sensitive issues such as the ethical implications of technology in geriatric care. Guided discussions enhance critical reflection, promote ethical reasoning and strengthen communication skills. Guided discussions promote dialogic teaching, ethical reasoning development and active learning strategies.
To conduct guided discussions the resource persons should,
Prepare discussion prompts
Review real scenarios
Encourage group participation
Obtain feedback for further improvements
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