Meaningful and experiential learning in a fascial approach in practice education in the degree of physiotherapy: A pilot study at a Spanish University.
A pilot experience of teaching innovation was developed in the masotherapy practice classes of the University of Seville's degree of physiotherapy using an active learning approach. Significant experiential learning–specific teaching strategies were implemented to address learning style diversity an...
| Publicado en: | Physiotherapy Theory & Practice Vol. 39; no. 4; pp. 851 - 865 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr2023
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=162671121&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 162671121 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09593985 BCJ jtl: Physiotherapy Theory & Practice issn: 09593985 maglogo: Y pubinfo: dt: Apr2023 vid: 39 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 162671121 154759834 162671121 162671121 10.1080/09593985.2022.2028322 162671121 ppf: 851 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Meaningful and experiential learning in a fascial approach in practice education in the degree of physiotherapy: A pilot study at a Spanish University. aug: au: De la Casa Almeida, María Suárez Serrano, Carmen M. Guichot Muñoz, Elena affil: Department of Physiotherapy, University of Seville, Seville, Spain sug: subj: Experiential Learning Methods Education, Physical Therapy Learning Methods Teaching Methods Simulations Learning Environment, Clinical Human Pilot Studies Spain Videoconferencing Communication Information Technology Questionnaires Pretest-Posttest Design Male Female Male Female ab: A pilot experience of teaching innovation was developed in the masotherapy practice classes of the University of Seville's degree of physiotherapy using an active learning approach. Significant experiential learning–specific teaching strategies were implemented to address learning style diversity and promote dynamic participation, active listening, and the creation of clinical simulation learning environments. The strategies implemented included establishing an affective climate in the classroom that would encourage interaction among participants, facilitating the flow of information and the teaching–learning process, considering students' previous ideas, elaborating upon content maps and key questions to guide the teaching–learning process, establishing discussions favoring student brainstorming, using illustrations and videos ("visual thinking"), implementing experimental demonstrations and simulated clinical scenarios, and collaborative activities mediated by information and communication technology. The evaluation, which was developed using a questionnaire (pretest–posttest) that allowed the development of learning ladders and considered the complexity of the generated knowledge, revealed significant advances in student learning. The implementation of significant experiential learning–specific teaching strategies is useful for achieving the learning objectives of this subject. Further research is needed to conclude firmly in this regard. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Unknown language: English refInfo: holdings: @attributes: islocal: N |
|---|