Teaching and Learning in Physical Therapy ─ From Classroom to Clinic

Have you ever been faced with an instructional challenge such as…

Teaching students about professionalism just before an anatomy midterm or
presenting a mandatory in-service to clinicians at the end of a busy summer Friday?

Having your education to patients or community members fall flat? How can you grab your learners’ attention, maintain it, and be sure they learned what you wanted them to learn?

Teaching and learning are skills, and like other physical therapy skills, they must be learned and perfected.Teaching and Learning in Physical Therapy: From Classroom to Clinic offers a systematic approach to designing, implementing, and evaluating effective teaching-learning experiences.

Each chapter begins with Objectives thatclearly delineate what you will be prepared to do after completing the chapter and concludes with aSummary of the major concepts presented. Stop and Reflect sections allow you to actively engage with the content as you process the information and move through the chapters.Critical Thinking Clinical Scenarios provide multiple opportunities for you to apply and adapt key concepts to real world situations. Finally, concepts are reinforced through frequentKey Points to Remember sections.

Drs. Margaret Plack and Maryanne Driscoll have over 35 years of experience in teaching, research, and clinical practice.Teaching and Learning in Physical Therapy is grounded in current literature and has a theoretical basis in reflective practice, active learning strategies, and brain compatible instruction. Also included in this text are practical strategies that allow students, educators, and clinicians, working with both students and patients, to enhance their critical thinking and clinical decision-making processes in a variety of settings and situations.

· A user-friendly approach integrating theory and practical application throughout

· References at the end of each chapter

· Classroom and clinical vignettes to reinforce concepts

· Integrative problem-solving activities and reflective questions

· Ancillary instructors’ material for faculty members

In physical therapy, teaching and learning are lifelong processes. Whether you are a student, clinician, first time presenter, or experienced faculty member, you will find this text useful for enhancing your skills both as a learner and as an educator in physical therapy.

Margaret M. Plack, PT, DPT, EdD, is a professor in the Doctor of Physical Therapy (DPT) Program at The George Washington University School of Medicine and Health Sciences, Washington, DC. She received her baccalaureate degree in Physical Therapy and her master’s degree in Physical Therapy with a specialization in developmental disabilities from New York University, NY. Once joining the academic community, she went on to obtain her EdD in adult education from the Department of Organization and Leadership at Teachers College, Columbia University, NY, and followed with her post- professional DPT degree from Nova Southeastern University, Fort Lauderdale, FL. With Dr. Driscoll, she coauthored and taught a course titled “Teaching in Physical Therapy Practice” in several entry- level and post- professional DPT programs. Currently, Dr. Plack presents annually at a faculty development workshop for new faculty with Dr. Driscoll. She has been involved in ongoing research related to adult learning principles, educational outcomes, and reflective practice. Dr. Plack has more than 40 publications on teaching and learning and has provided more than 135 educational presentations and workshops in physical therapy education, medical education, and higher education venues both nationally and internationally on topics to be discussed in this text. She has received a number of awards for her research related to the scholarship of teaching, including the Stanford Award from the Journal of PhysicalTherapy Education (2005 and 2007), the Emerald Literati Network from the Journal of Workplace Learning (2010), and the J. Warren Perry Distinguished Author Award from the Journal of Allied Health (2013) She also received the Award for Leadership in Education from the Education Section of the American Physical Therapy Association in 2011.

Maryanne Driscoll, PhD, is an educational psychologist and associate professor in the DPT program at Touro College, New York, NY. Dr. Driscoll received her PhD in educational psychology from Teachers College, Columbia University, NY. She consults with schools and hospitals throughout the metropolitan New York region on effective instruction. With Dr. Plack, she coauthored and taught a course titled “Teaching in Physical Therapy Practice” for 2 post-professional DPT programs, and also teaches similar content in 2 professional DPT programs. Dr. Driscoll has implemented the strategies to be used in this text in a number of teaching and learning venues, including the American Physical Therapy Association’s Combined Sections Meetings and Annual Conferences and various other conferences on medical education. She has been involved in ongoing research related to adult learning principles and educational outcomes and has published several manuscripts on topics related to this text.
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