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Tailoring Teaching to the Elderly in Home Care
Published in Barbara J. Horn, Facilitating Self Care Practices in the Elderly, 2019
Martha lies Worcester, Ann Loustau, Kathleen O’Connor
In several studies on concept problems, middle age groups (40s and 50s) did better than either the young (18-21) or the older (62-85) groups and that the young made more errors of commission, while the old made more errors of omission (Brinley, Jovick, & McLaughlin, 1974; Falduto & Baron, 1986; Hoyer, Rebok, & Sved, 1979). Other studies, reviewed by Botwinick, (1984) suggested that both problem solving and concept learning were improved when information presented was meaningful to the older adult (Arenberg, 1968, 1974; Reker et al., 1987).
Exercise physiology, sport and pedagogy: an historical perspective
Published in Nick Draper, Helen Marshall, Exercise Physiology, 2014
For teachers, coaches and lecturers of exercise physiology, Mosston and Ashworth’s (2002) spectrum of teaching styles would provide an excellent starting point for developing teaching methodologies that move beyond the command style. Further pedagogical approaches that could be considered by exercise physiology teachers include Bruner’s ‘Concept Learning’, Bruner’s ‘Discovery Learning’, Gagne’s ‘Instructional Processes’, Bandura’s ‘Social Learning’ or ‘Imitation Learning’ model, Ausubel’s ‘Advanced Organisers’ model, Gardner’s ‘Multi Intelligences’, Vygotsky’s ‘Socio-cultural Learning’ and Johnson and Johnson’s ‘Cooperative Learning’.
Reviving Nostalgia for an Era of Practice: An Illustration of the Therapeutic Use of Projective Methods/Media in Occupational Therapy
Published in Occupational Therapy in Mental Health, 2019
Consistently and overtly articulating one’s research-supported theoretical principles and specialized skills in interventions is crucial. It helps elucidate one’s “thinking about the thinking behind the doing” (Day & Shapland, cited in Occupational Therapy Clinical Capacity Framework, Key Concept Learning resource, 2016). Further, as Ikiugi, Nissen, Bellar, Maassen, and Van Peursen (2017) argue, it demonstrates the profession’s unique value in working with people in the field of mental health and its continued relevance in the ever-changing landscape of mental health. The present author adds that it also showcases the breadth and depth of the scope of practice and embraces the multifaceted ways in which practitioners embody and enact the profession so that there is no one authoritative discourse. She echoes Mackey’s (2007) exposition of Foucault’s ideas on discourse, power, knowledge, and identity, as it relates to the professional identities of occupational therapists. Mackey argues the dangers of a normalizing professional discourse that result in a static, neutral, essentialized identity and calls for the individual occupational therapist’s agency in constructing professional identity (as opposed to professional roles and boundaries), through an ethical reflexive self. Mackey refers to Mosey’s (1986) position for a pluralistic approach that gives therapists freedom to grow unencumbered by tradition and ideology in order to open a free space for innovation and creativity. This presentation tries to exemplify this approach.
Assisting the integration of social media in problem-based learning sessions in the Faculty of Medicine at King Abdulaziz University
Published in Medical Teacher, 2018
Zuhier A. Awan, Almuatazbellah A. Awan, Lana Alshawwa, Ara Tekian, Yoon Soo Park
We adopted a modernized approach that incorporated social media and WEB 2.0 technologies into PBL at KAU-FOM. In this model, the academic staff functioned as “virtual facilitator” with three roles: (1) set ground rules and explain the expectations of PBL in a video format and emphasize how to follow the PBL process and do the research; (2) keep medical students on track with learning issues and ensure that those issues stemmed from case objectives; and (3) check that references used by students are authentic. Furthermore, the facilitator did not directly interfere with the group’s learning, and hence, played the role of observing and monitoring the groups’ evolvement in studying the case. The “learners” were expected to (1) extract learning issues from the case objectives and not deviate from them; (2) post information in a variety of formats to enhance hard-concept learning; and (3) comment on each other’s findings and contributions. For assessment, we used (www.typeform.com), a well-known WEB 2.0 survey and poll service, to create a prospective post-assessment evaluating the incorporation of social media in-between PBL sessions at FOM-KAU.
Quality of Life in Australian Adults Aged 50 Years and Over: Data Using the Schedule for the Evaluation of Individual Quality of Life (SEIQOL-DW)
Published in Clinical Gerontologist, 2019
Sofia Robleda, Nancy A. Pachana
Activities included the concept Learning, for example, “Learning new things, an active mind, continuing education.” The theme Hobbies and Community were their own concept, and examples from each theme, respectively, are “My hobbies, like painting, which helps me relax, stimulates me, and grounds me” and “Spirituality, and believing in a higher order, doing good, respect for the community and the environment, rather than being materialistic.”