Teaching and Learning 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.

Dedication Acknowledgments About the Authors Contributing Authors Foreword by Michael Pagliarulo, PT, MA, EdD, BA, BSIntroduction Section I Who Are We as Teachers and Learners? Chapter 1 Filters: Individual Factors That Influence Us as Teachers and LearnersMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 2 Reflection and Questions: Developing Self- Awareness and Critical Thinking for Continuous Improvement in PracticeMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 3 Communication and Conflict Negotiation: Facilitating Collaboration and Empowering Patients, Family Members, and PeersMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 4 The Brain: Translating Current Concepts in Brain Science to Inform the Practice of Teaching and LearningMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Section II Designing, Implementing, and Assessing Effective Instruction Chapter 5 Systematic Effective Instruction 1: Keys to Designing Effective PresentationsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 6 Systematic Effective Instruction 2: Going Beyond the Basics to Facilitate Higher- Order and Critical ThinkingElizabeth Ruckert, PT, DPT, NCS, GCS and Margaret M. Plack, PT, DPT, EdD Chapter 7 Systematic Effective Instruction 3: Adapting Instruction for Varied Audiences and FormatsMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 8 Motor Learning: Optimizing Conditions for Teaching and Learning MovementJoyce R. Maring, PT, DPT, EdD and Susan Joy Leach, PT, PhD, NCS, CEEAA Chapter 9 Patient Education: Facilitating Behavior ChangeMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Section III From Classroom to Clinic and Beyond Chapter 10 Communities of Practice: Learning and Professional Identity Development in the Clinical SettingMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 11 The Learning Triad: Optimizing Supports and Minimizing Barriers to Learning in the Clinical SettingMargaret M. Plack, PT, DPT, EdD and Maryanne Driscoll, PhD Chapter 12 Teaching and Learning in the Clinical Setting: Striving for Excellence in Clinical PracticeAaron B. Rindflesch, PT, PhD, NCS; Heidi J. Dunfee, PT, DScPT; and Margaret M. Plack, PT, DPT, EdD Chapter 13 Harnessing Technology: Enhancing Learning in the Clinic and the ClassroomLaurie J. Posey, EdD and Laurie B. Lyons, MA Financial Disclosures Index