CSM: Maximizing the Student's Experience


Previous student experiences and informal feedback indicated that the full learning potential at CSM was not realized. In order to optimally engage students and create meaningful education experiences that facilitated knowledge translation by students to various audiences, we implemented several active learning activities based upon the SCARF model of neuroscience leadership.
The SCARF model includes five domains of self-assessment: Status, Certainty, Autonomy, Relatedness, and Fairness/Equity. This model improves collaboration and positively impacts and allows for professional participation.

This session will discuss the guided active learning activities, opportunities for knowledge translation among students, and the similarities and difference among the two cohorts post CSM 2016.

Methods and/or Description of Project

Using the principles of the SCARF model we created specific activities for knowledge acquisition and cognitive loading amongst PT students. Activities included a pre - CSM survival meeting and course assignments linking attendees with peer non-attendees for future group assignments. During CSM, attendee students received multiple daily challenges focusing on session programming, platform attendance, poster presenter interviews, guided networking at section social events, exhibit hall scavenger hunts, PT "Rock Star" sightings, and a celebration of knowledge dinner with invited guests. These opportunities were well received by students and served as a catalyst for engagement in multiple active learning opportunities. Following CSM, attendees/ non-attendees partners generated a PICO statement pertaining a topic presented at CSM. Additionally students were surveyed regarding their experiences and self-rated ability to convey knowledge acquired at CSM.

Furthermore, we compared our attending student cohort with another attending student cohort that did not receive intended guided learning. All students were asked to share their experience with their peers and to consider how this experience would influence their practice and professional development. Surveys will be evaluated and coded for themes.


Post CSM debriefing with students and informal feedback indicate that the active learning quests were of value and prompted knowledge translation to peers and other professionals. Results of formal survey will be discussed.

Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education

As educators we strive to provide our students with engaging and innovative opportunities for professional development and knowledge acquisition. Evaluating the traditional learning opportunities CSM and other professional conference forums offer has allowed for the opportunity of employing the SCARF model of leadership to prompt attending students with learning opportunities that embrace advancement, challenge the status quo and facilitate the development of leadership skills. These skills promote knowledge acquisition and translation and develop future leaders..


Martin-Kniep, GO. Neuroscience of engagement and SCARF: why they matter to schools. In Handbook of NeuroLeadership. CreateSpace; 2013: 507–520.
Rock, D. SCARF: a brain-based model for collaborating with and influencing others. Neuroleadership Journal. 2008;1(1):1–9.

Rock, R, Christine, C. SCARF in 2012:updating the social neuroscience of collaborating with others. Neuroleadership Journal. 2012;5(4):1–14.

Wener, P, Woodgate, RL. Use of qualitative methodological scaffolding process to design robust interprofessional studies. Journal of Interprofessional Care. 2013;27:305–312.
Femke, K, Fred, P, Paul, KA. A Cognititive Load Approach to Collaborative Learning: United Brains for Complex Tasks. Educ Psychol Rev. 2009;21:31–42.

Course Objectives

Participants will understand the SCARF Model and its application to educational experiences
Participants will be able to describe and apply cognitive loading activities as preparation of students for conference attendance
Participants will be able to identify activities to improve student knowledge translation to embed at conference
Participants will recognize how guided learning experience influence student participation at professional conference.

Instructional Methods

Presentation and discussion

Tentative Outline/Schedule

0-10 min – introduction
10-20 min Background
20 -25 min Investigative purpose/need
25-50 min SCARF Model for learning
50 -75 min Cognitive Loading
75- 90 min CSM Guided activities
90 -105 min Method of Survey – Discussion of Survey Results
105 - 120 min - Question/Answers/ Discussion

BACK to Abstract Results

  • Control #: 2523996
  • Type: Educational Session
  • Event/Year: ELC2016
  • Authors: Ms. Maryleen Jones, Dr. Roberta O'Shea
  • Keywords:

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