In this episode Michael and Ben sit down with a group of undergraduate students participating in an exchange programme between Oslo Metropolitan University in Norway and the University of the Western Cape in South Africa. The student and staff exchange was part of a two-year funded research project linked to internationalisation.
In this episode Ben and Michael discus a set of principles that educators should consider when designing educational interventions as part of the mass move towards remote teaching and learning.
This is the second episode in a short series of conversations around how physiotherapy educators might adapt to the sudden requirement to run the programme fully online as a result of the global Covid-19 pandemic. In this episode we discuss different experiences and ideas about how educators might consider assessing practical skills remotely.
In this episode we’re joined by almost 60 physiotherapists from around the world to share and discuss ideas around remote teaching of practical skills as part of the undergraduate programme.
In this episode Ben and I talk about our experiences at WCPT, as well as the massive success of the Unposter and what this means for the future of conferences. This discussion represents another example of how simply having an in-depth conversation about a topic has changed my thinking around it.
Michael and I are going to be at WCPT 2019 in Geneva from Friday 10th to Monday 13th May before the main event of the In Beta Unconference in Lausanne on 14th and 15th May. It would be great to meet as many people who have interacted with In Beta as we can whilst we are at WCPT. So we thought it would be good to let you know what we’re up to while we’re there.
In this episode, Guillaume Christe, Michael Rowe, Ken Chance-Larsen and Ben Ellis discuss what we mean by critical thinking, its relevance in physiotherapy education and their experiences of teaching critical thinking in physiotherapy programmes.
Narrative reasoning is the capability to apprehend and understand patients` “stories”, illness experiences, meaning perspectives, contexts, beliefs and cultures. An ability to recognize, interpret and be moved to action by an individual’s story of illness is a key attribute in person-centred practice. However students and novice professionals often find it difficult to engage in narrative forms of reasoning and collaborative models of practice, focusing instead on biomedical aspects.
In this episode, we had a relatively free-flowing conversation on the issues of classroom-based assessment. We wanted to get into the specifics of the essays, MCQ tests, reflections and other theory-type papers that students write as part of their curricular work. Of course, we recognise that there is no real distinction between “university” and “clinical” assessment in practice but we wanted to specifically discuss the kinds of assessment tasks that lecturers typically set for students in the classroom.