Students\u27 Perception of Pedagogical Approaches to an Occupation-Based Anatomy Course in Occupational Therapy

There is a need to develop an anatomy course with contemporary pedagogy that is consistent with the core of the occupational therapy profession. The purpose of this study was to examine students’ perception of a blended learning pedagogy applied to an occupation-based anatomy course compared to a traditionally delivered anatomy course using cadaver lab for entry-level doctoral occupational therapy students at a private university in the Pacific Northwest region. A retrospective, nonrandomized, two-group, post-test only design with data gathered at the completion of each course was used. One student cohort received the occupation-based anatomy course with a traditional in-person learning format and the other received the course guided by the universal design, blended learning format. The primary outcomes were students’ course performance and perception of the course. At the completion of the course, both student cohorts had equivalent course performance. Compared to those who received the traditional format, the blended learning format cohort yielded significantly higher scores in 3 out of 5 categories of the course evaluation, including syllabus design, contribution of course content to their needs as a professional, and assessment methods that reflected their learning. The study results suggest that the occupation-based anatomy course guided by a contemporary pedagogical approach is equal to traditional methods in anatomical knowledge acquisition but statistically superior in meeting students’ perceived needs as professionals and reflecting their learning

Action-based Learning Assessment Method (ALAM) in Virtual Training Environments

Specialised and high priced simulators for surgical training, chemical labs, and flight training can provide real-world simulation in a safe and risk-free environment, but they are not accessible for the broader community due to costs for technology and availability of experts. Thus, training scenarios shifted to virtual worlds providing access for everyone interested in acquiring skills and knowledge at educational or professional institutions. Even in this context, we still expect a detailed formative feedback as would have been provided by a human trainer during the face to face process. Whilst the literature is focusing on goal-oriented assessment, it neglects the performed actions. In this paper, we present the Action-based Learning Assessment Method (ALAM) that analyses the action-sequences of the learners according to reference solutions by experts and automated formative feedback

The Hilltop 11-20-2006

https://dh.howard.edu/hilltop_0010/1352/thumbnail.jp

Music Appreciation (Clayton State)

This Grants Collection for Music Appreciation was created under a Round Four ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/arts-collections/1002/thumbnail.jp

Recommendations for the management of MPS IVA: systematic evidence- and consensus-based guidance.

IntroductionMucopolysaccharidosis (MPS) IVA or Morquio A syndrome is an autosomal recessive lysosomal storage disorder (LSD) caused by deficiency of the N-acetylgalactosamine-6-sulfatase (GALNS) enzyme, which impairs lysosomal degradation of keratan sulphate and chondroitin-6-sulphate. The multiple clinical manifestations of MPS IVA present numerous challenges for management and necessitate the need for individualised treatment. Although treatment guidelines are available, the methodology used to develop this guidance has come under increased scrutiny. This programme was conducted to provide evidence-based, expert-agreed recommendations to optimise management of MPS IVA.MethodsTwenty six international healthcare professionals across multiple disciplines, with expertise in managing MPS IVA, and three patient advocates formed the Steering Committee (SC) and contributed to the development of this guidance. Representatives from six Patient Advocacy Groups (PAGs) were interviewed to gain insights on patient perspectives. A modified-Delphi methodology was used to demonstrate consensus among a wider group of healthcare professionals with experience managing patients with MPS IVA and the manuscript was evaluated against the validated Appraisal of Guidelines for Research and Evaluation (AGREE II) instrument by three independent reviewers.ResultsA total of 87 guidance statements were developed covering five domains: (1) general management principles; (2) recommended routine monitoring and assessments; (3) disease-modifying interventions (enzyme replacement therapy [ERT] and haematopoietic stem cell transplantation [HSCT]); (4) interventions to support respiratory and sleep disorders; (5) anaesthetics and surgical interventions (including spinal, limb, ophthalmic, cardio-thoracic and ear-nose-throat [ENT] surgeries). Consensus was reached on all statements after two rounds of voting. The overall guideline AGREE II assessment score obtained for the development of the guidance was 5.3/7 (where 1 represents the lowest quality and 7 represents the highest quality of guidance).ConclusionThis manuscript provides evidence- and consensus-based recommendations for the management of patients with MPS IVA and is for use by healthcare professionals that manage the holistic care of patients with the intention to improve clinical- and patient-reported outcomes and enhance patient quality of life. It is recognised that the guidance provided represents a point in time and further research is required to address current knowledge and evidence gaps

Role of Physical Therapists in the Management of Individuals at Risk for or Diagnosed With Venous Thromboembolism: Evidence-Based Clinical Practice Guideline

The American Physical Therapy Association (APTA), in conjunction with the Cardiovascular & Pulmonary and Acute Care sections of APTA, have developed this clinical practice guideline to assist physical therapists in their decision-making process when treating patients at risk for venous thromboembolism (VTE) or diagnosed with a lower extremity deep vein thrombosis (LE DVT). No matter the practice setting, physical therapists work with patients who are at risk for or have a history of VTE. This document will guide physical therapist practice in the prevention of, screening for, and treatment of patients at risk for or diagnosed with LE DVT. Through a systematic review of published studies and a structured appraisal process, key action statements were written to guide the physical therapist. The evidence supporting each action was rated, and the strength of statement was determined. Clinical practice algorithms, based on the key action statements, were developed that can assist with clinical decision making. Physical therapists, along with other members of the health care team, should work to implement these key action statements to decrease the incidence of VTE, improve the diagnosis and acute management of LE DVT, and reduce the long-term complications of LE DVT