SOLO Framed Learning Environment: Teaching and learning strategies to engage students along the academic and clinical environment
Purpose: This presentation will describe how flipped learning can move beyond the classroom and online lectures to create learning environments that engage physical therapy students in deep, self-directed learning within and across academic and clinical settings. Using the Structure of Observed Learning Outcomes (SOLO) as the theoretical framework, presenters will describe a model of flipped learning experiences along a continuum from the classroom, integrated clinical experiences and clinical internship to increase the complexity in the students’ understanding of content to promote transfer and generalization across content.Methods and/or Description of Project: Using the SOLO (Structure of Observed Learning Outcomes) model as the framework, flipped learning experiences are designed to transform learning experiences that transition physical therapy students along a continuum of increasing cognitive complexity and deeper learning while facilitating an adult, self-directed learning style. The academic faculty will summarize how this approach has been designed and utilized as a teaching and learning strategy that transitions students via scaffolding along increasing cognitive levels. The in class and out of class learning activities correspond to the SOLO 5 stage approach to observed learning outcomes to promote student engagement and active learning within the classroom and integrated clinical experience. Clinical educators will discuss the application of SOLO framed flipped learning experience model into the clinical setting through a student seminar series within the clinical education program. Incorporating this approach into clinic-based teaching further supports the translation of knowledge from the classroom to clinic and solidifies the benefits of enhanced engagement via active learning within the clinical environment. Using this innovative framework, academic faculty and clinical educators act as mentors to aid students in their understanding of subject matter, to develop connections and integrate material for clinical practice. The flipped learning approach promotes initiative, collaboration and problem-solving, all essential skills for adult learners in an evolving healthcare field This session will provide case-based examples of how academic and clinical partners can reinforce didactic training in the movement systems framework through the SOLO framed flipped learning experience. The workshop learning activities will allow participants the opportunity to explore options for integration of the framework into their own setting.Results/Outcomes: Through integrating the SOLO model and flipped teaching into both classroom and clinic experiences, students have greater opportunities to engage in collegial discussions to promote active learning and critical thinking to maximize knowledge translation and facilitate best practice. Evidence supporting the incorporation of this theoretically framed flipping teaching and learning strategy into both the academic and clinic settings will be described in relation to the positive impacts on student and staff engagement, critical thinking, and translation of knowledge from the classroom to clinic. Quantitative and qualitative data from academic faculty, clinical faculty, and students will also be shared to provide deep insight into the participants’ perspectives on the flipped learning process as a means to promote self-directed meaningful learning.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: The SOLO Taxonomy and flipped learning strategies promote self-directed learning and advanced clinical reasoning, all critical skills for physical therapy students as they develop from students to autonomous practitioners. Academic and clinical partners have an expectation from professional accrediting agencies to foster these skills in physical therapy students through didactic and clinical internship experiences. Academic and clinical educators can further enhance skills through infusing a shared teaching and learning strategy that builds resiliency and adaptability within students across the physical therapy education continuum through integrated clinical experiences, internships, and post-professional collaborations.References: Bayliss AJ and Warden SJ. (2011) A hybrid model of student centered instruction improves physical therapy student performance in cardiopulmonary practice patterns by enhancing performance in higher cognitive domains. J Phys Ther Educ. 25(3): 14-20. Biggs, J., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (structure of the observed learning outcome). New York, NY: Academic Press. Boucher et al. (2013) “Flipping” Texas State University’s physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. J Phys Ther Educ.27(3): 72-77. Gijbels, D., Segers, M., & Struyf, E. (2008). Constructivist learning environments and the (im) possibility to change students’ perceptions of assessment demands and approaches to learning. Instructional Science, 36, 431-443. Holmes, K. (2005). Analysis of asynchronous online discussion using the SOLO taxonomy. Journal of Educational and Developmental Psychology, 5, 117-127. Jensen, G. M., & Mostrom, E. (2013). The Handbook of Teaching and Learning for Physical Therapists (3rd ed.). Saint Louis, MO: Elsevier. Leung, C. F (2000). Assessment for learning: Using SOLO taxonomy to measure design performance of design and technology students. International Journal of Technology and Design Education, 10, 149-161. Marton, F., & Saljo, R. (1976). On qualitative differences in learning: Outcome and process. British Journal of Educational Psychology, 46, 4-11. Newton, G., & Martin, E. (2013). Blooming, SOLO taxonomy, and phenomenography as assessment strategies in undergraduate science education. Journal of College Science Teaching, 43(2), 78-90. Olsson, T. (2000). Qualitative aspects of teaching and assessing in the chemical engineering curriculum: applications of the SOLO taxonomy. In C. Rust (Ed.), Improving student learning through the disciplines (304-324). Oxford: The Oxford Centre for Staff Learning and Development. Pino Zipp, G., Maher, C. & Olson, V. (2017) SOLO –Framed flipped learning environment: “Speaking the language of today’s learner”. Journal of Physical Therapy Education, 31 (3), 140-149 Prakash, E. S., Narayan, K. A., & Sethuraman, K. R. (2010). Student perceptions regarding the usefulness of explicit discussion of structure of the observed learning outcome taxonomy. Advances in Physiology Education, 34(3), 145-149. Prat-Sala, M., & Redford, P. (2010). The interplay between motivation, self-efficiency, and approaches to studying. British Journal of Educational Psychology, 80, 283-305. Reid, W. A., Duvall, E., & Evans, P. (2005). Can we influence medical students’ approaches to learning? Medical Teacher, 27, 401-407.Course Objectives: Upon completion of this course participants will be able to: Describe the Structure of Observed Learning Outcomes (SOLO) theoretical framework of flipped learning experiences Discuss perceived benefits of the SOLO framed flipped learning experience within physical therapy education as across the continuum of academic and clinical programs. Design a flipped learning experience utilizing the SOLO taxonomy theoretical framework that engages physical therapy students within the academic/clinical realmInstructional Methods: This session will utilize an instructional method that incorporates both didactic and experiential opportunities to Provide an overview of the tenets associated with the SOLO framed flipped learning experience Present a model of infusion and assessment across physical therapy academic and clinical experiences Engage participants in considering how to integrate flipped learning experiences rooted in the SOLO Taxonomy theoretical framework into their physical therapy Present data on physical therapist educators and student perceptions regarding the flipped learning experiences as a learning strategy.Tentative Outline/Schedule: 0-15 minutes: Explore the underlining tenets associated with SOLO “structure of observed learning outcomes” taxonomy 15-45 minutes: Describe the SOLO framed flipped learning experiences that generate scaffolding across academic and clinical experience 45-60 minutes; Explore the qualitative and quantitative data on the perceived benefits and experience of the SOLO framed flipped learning experiences from stakeholders; students, academic faculty, and clinical educators 60-90 minutes; Engage participants in the active learning experience to design a SOLO framed flipped learning experience for their educational program and participate in group discussion