Search
Now showing items 1-10 of 22
Structured feedback on students’ concept maps: the proverbial path to learning?
(BMC, 2017)
BACKGROUND: Good conceptual knowledge is an essential requirement for health professions students, in that they
are required to apply concepts learned in the classroom to a variety of different contexts. However, the use ...
Ownership and attitudes towards technology use in physiotherapy students from seven countries
(Elsevier, 2017)
PURPOSE: To assess differences in prerequisites to blended learning such as technology use and Internet access in an international sample of physiotherapy students from Bangladesh, Belgium, Brazil, Luxembourg, Sudan, ...
A critical pedagogy for online learning in physiotherapy education
(Cappelen Damm Akademisk, 2018)
In order to graduate physiotherapy students who are able to thrive in increasingly complex health systems, professional educators must move away from instrumental, positivist ideologies that disempower both students and ...
Collaborative competency in physiotherapy students: Implications for interprofessional education
(Health and Medical Publishing Group, 2016)
BACKGROUND: It has been suggested that improved collaborative competency in multidisciplinary teams may help understand how health professionals can address problems that no single-disciplinary expert can manage ...
The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study
(BioMed Central -The Open Access Publisher, 2015-02-19)
BACKGROUND:
In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development
programme aimed at enhancing the academic and research capacity of health professions
educators working in sub-Saharan Africa. ...
Developing competencies among health professions students related to the care of people with disabilities: a pilot study
(UNESP, 2017)
This is a two-phase study, the first was a literature review that aimed to identify a set of competencies for professional practice that would be relevant for the health care of People with disabilities (PwD). These ...
Structured feedback on students’ concept maps: the proverbial path to learning?
(BMC, 2017)
Good conceptual knowledge is an essential requirement for health professions students, in that they are required to apply concepts learned in the classroom to a variety of different contexts. However, the use of traditional ...
Student and staff perceptions and experiences of the introduction of Objective Structured Practical Examinations: a pilot study
(Health and Medical Publishing Group, 2013)
Background. The Objective Structured Practical Examination (OSPE) is widely recognised as one of the more objective methods of assessing practical skills in healthcare programmes, including undergraduate physiotherapy ...
Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy
(BioMed Central, 2013)
Background: While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models ...
The role of blended learning in clinical education: A systematic review
(Association for Medical Education in Europe, 2012)
BACKGROUND: Developing practice knowledge in healthcare is a complex process that is difficult to teach. Clinical education exposes students to authentic learning situations, but students also need epistemological access ...