Purpose: Creating curriculums that develop physical therapy students into evidenced based, critically reflective entry-level practitioners is one of the primary goals for physical therapy programs. Academic faculty partnering with neurologic residency programs to design learning environments that capitalize upon the strengths of both can create insightful educational experiences for students during their didactic training. These partnerships support the development of critical reasoning skills and provide mentorship for residents transitioning from their role as clinicians to that of educator. Using the SOLO (Structure of Observed Learning Outcomes) taxonomy as a framework for developing learning experiences, Seton Hall University neurologic academic faculty and program directors from the Kessler Institute for Rehabilitation Residency in Neurologic Physical Therapy have built a partnership (Residency Partnership Model for Learning, RPML) that seeks to develop critical reasoning skills in both the neurologic resident and entry-level physical therapy students. While integration of residents into entry-level physical therapy curriculum may not be novel, the presenters believe that utilizing the SOLO model within this Residency Partnership Model for Learning is unique. This presentation will describe the partnership and learning experiences rooted in the SOLO taxonomy theoretical framework and discuss perceived benefits within the physical therapy program as well as across interprofessional health science learning experiences. The presenters will engage participants in collegial discussion addressing how to infusion RPML within their educational curriculums. Finally, mechanisms to promote and evaluate the scholarship of teaching and learning specific to RPML will be explored.
Methods and/or Description of Project
Methods and/or Description of Project:
The presenters will provide an instructional presentation surrounding the Residency Partnership Model for Learning (RPML) rooted in SOLO taxonomy that engages participants in collegial discussions and insightful considerations for application.
Presenters will share preliminary quantitative and qualitative data on the
Residency Partnership Model for Learning (RPML) in PT education.
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
Conclusions/Relevance to the conference theme
The Residency Partnership Model for Learning (RPML) described in this presentation supports the conference overarching theme of excellence in PT education. Specifically, the tenets that frame the model address the importance of fostering clinical reasoning, while offering a unique instructional strategy which can be used for advancing research that supports the scholarship of teaching and learning in Physical Therapy. The academic faculty and neurologic physical therapy residents' partnership described here as the RPML is only one of many potential partnership options across health science educational programs. However, the authors believe that the RPML which is rooted in the SOLO framed constructive alignment teaching and learning approach provides a missing link for both the students and residents in their development of critical reasoning. We believe that through mentorship, using sound educational theory, faculty can positively support the development of students and residents in Physical Therapy to achieve excellence.
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Upon completion of this course participants will be able to:
1.Describe the Residency Partnership Model for Learning (RPML) rooted in the SOLO taxonomy theoretical framework
2.Discuss perceived benefits of RPML within the physical therapy program as well as across interprofessional health science learning experiences.
3.Engage participants in collegial discussion addressing how to infusion of the RPML within their educational curriculums.
4.Explore mechanisms to promote and evaluate the scholarship of teaching and learning specific to the RPML model.
Instructional Methods: Instructional presentation complimented by large group discussion
Tentative Outline/Schedule: Timed outline of content
0-15 minutes Explore the underlining tenets associated with SOLO “structure of observed learning outcomes” taxonomy
15-45 minutes Explore the underlining tenets associated with RMPL
45-90 minutes Examine the RMPL as a teaching and learning strategy in a physical therapy curricula to support clinical reasoning
90-120 minutes Engage in RMPL Classroom Experience. Engage in RMPL video- based case learning experience and participate in group discussion