2012 isdl conf_payne


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Self-directed learning readiness; PT education; OT education

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2012 isdl conf_payne

  1. 1. Shelley Payne, DHS, PT, ATCPeter Rundquist, PhD, PT, Julie Gahimer, EdD, PT, Bill Harper, PhD
  2. 2.  “Guided by integrity, life-long learning, and a commitment to comprehensive and accessible health programs for all people, physical therapists and physical therapist assistants will render evidence-based services throughout the continuum of care and improve quality of life for society.” (Vision 2020, APTA)
  3. 3.  Be prepared to be a lifelong learner and keep current with evidence-based professional practice. (ACOTE Standards, January 2008)
  4. 4. Evidence Based Care Life-longReflection Learners
  5. 5.  Set professional learning goals Assess professional knowledge needs Execute a learning plan Evaluate outcomes of learning plan Shokar, 2002 Huynh, 2009 Healey, 2008
  6. 6. OCCUPATIONALPHYSICAL THERAPY THERAPY National Physical  National Board for Therapy Examination Certification in (NPTE) Occupational Therapy Clinical Performance (NBCOT) Instrument (CPI)  AOTA Fieldwork GPA standards Performance Evaluation  GPA standards
  7. 7.  Component of the learning profile associated with life-long learning skills and attitudes Concept first developed by Malcolm Knowles (1975) Learner can diagnose their learning needs, seek and use appropriate solutions, and self-evaluate their performance
  8. 8.  Lucy Guglielmino 58 item self-report instrument 5 point Likert scale scoring for each item Well validated within the literature Max=290 Average score= 126 Score ≥ 227= “highly self-directed”
  9. 9. Real Patients Clinical RealEducation Settings CI Feedback
  10. 10.  PT and OT students NOT “highly self-directed”; nursing, physician assistant, medical technolgy students & faculty WERE (Linares, 1999) SDLRS weakly correlated (.26) to higher ratings of medical students by clinical preceptors (Shokar, 2002) Advanced pharmacy practice experiences did not have a significant impact (Huynh)
  11. 11. 1) To determine if the final clinical education experience improves the SDLR of Doctorate of Physical Therapy (DPT) and Master of Occupational Therapy (MOT) students2) To determine if there was a difference in self- directed learning readiness between DPT and MOT students
  12. 12. 1) There will be no significant difference for DPT or MOT students after their final clinical education experience for their scores on the SDLRS2) There will be no significant difference between DPT and MOT students in pre-test or post-test scores for SDLR
  13. 13.  Email to program directors to request permission to solicit participation from 3rd year DPT and 2nd year MOT students from each institution On-site recruitment Consented individually Consent structured to provide informed consent for pre-test and post-test
  14. 14.  Subjects completed assessment packet containing SDLRS Pre-test: within one month prior to beginning final clinical experience Post-test: within one month of completion after final clinical experience
  15. 15.  Able to combine data from the individual institutions to represent the PT and OT professions 2x2 mixed model ANOVA used to analyze the SDLRS scores between professions and across time Alpha level set at .05 for all analyses
  16. 16.  Response rate of 73% Subjects 102 individuals completed the pre-test Female 100 completed the Male post-test
  17. 17. Pre-test Standard Post-test StandardProgram n SDLRS Deviation SDLRS Deviation mean mean PT 62 224.29 17.59 231.58 18.02 OT 40 221.30 20.93 225.55 21.92
  18. 18.  Significant difference in pre-test to post-test SDLRS mean scores (p=.01) DPT and MOT students had a significant increase in SDLRS scores from pre-test to post-test
  19. 19. 1) There will be no difference in student scores on the SDLRS after the final clinical experience  This hypothesis was rejected  SDLRS scores increased significantly after the clinical experience for both groups.2) There will be no significant difference between DPT and MOT students for the SDLRS scores at pre-test or post-test  This hypothesis was accepted  No significant difference between DPT and MOT students for SDLR at pre-test or post-test
  20. 20.  Pre-test scores indicated both groups were „average‟ self- directed learners Post-test scores for both groups improved for both groups DPT students at post- test were „above average‟
  21. 21.  PT and OT students to be „average‟ with regard to SDLRS scores (Linares) Mean values for SDLRS in this study were lower than those reported for medical students (Shokar) SDLR scores were not improved after advanced pharmacy practice experiences (Huyhn)
  22. 22.  Clinical education is a vitalProgram Program Clinical component to the Length Education development of LengthUniversity 36 months 39 weeks DPT and MOT“A” DPT students as life-University 36 months 32 weeks long learners“B” DPTUniversity 30 months 30 weeks  Clinical education“A” MOT also increased theUniversity 27 months 30 weeks students‟ level of“B” MOT intrinsic motivation for learning
  23. 23. Self-report instrument Larger DPT sample Results may not begeneralizable beyond these institutions
  24. 24. Longitudinal analysis would be better for curricularevaluation purposes Correlate SDLRS scores to GPA,board examinations,or clinical evaluation scores
  25. 25. Life-Long LearnersModified Instructional StrategiesCurriculum EvaluationTools [SDLRS & AMS]