Learning Activities

Didactic material

Didactic material is addressed in lecture sessions. Typically, readings are assigned for students to complete prior to the class meeting. Slides to guide the class discussion are posted prior to the class meeting. The material is presented in lecture format, supported by case examples and class discussions. At times, concept maps are created as a part of class discussion and used to review content.

Experiential learning

Specific learning goals related to client assessment and intervention are addressed in lab activities. Content of these lab sessions included swallowing strategies and modified diets for clients with aphasia, client handling and positioning, scapular mobility and range of motion of the hemiplegic shoulder, splinting, and client transfer skills. Additionally, students participate in a Level I Fieldwork course during the semester that requries them to spend time in various clinical settings to observe assessment and intervention with adult clients.

 

 

Affective learning

An important goal I have the students in the students is to develop an appreciation for the psychosocial issues faced by adults with neuromuscular dysfunction and their families. Specific activities are integrated throughout the course in support of this goal. Videos, case studies, book excerpts, vignettes and readings of qualitative studies are planned throughout to heighten students’ awareness of the loss, grief, anger, and adjustment to disability experienced by adults with neuromuscular dysfunction.

Review student comments related to their affective learning.

Learning assessment

Assessment of learning is accomplished through skills based exams for the lab activities and written exams for the didactic material. A short answer format is used for the written exams to elicit students’ understanding of clinical conditions as well as assessment and intervention activities. Grading rubrics are used to evaluate the thoroughness of the students’ responses.

Review students’ feedback related to the format of the written exam as a demonstration of their learning.

Synthesizing activities

As part of the learning activities, students complete four Protocol Assignments. For each four major types of neuromuscular conditions we cover in the course, the students develop a Protocol. The content of the Protocol includes an overview of the condition; sequelae of the condition; precautions related to the condition; assessment areas; assessment methods; intervention methods; adaptive equipment needs; family/caregiver training considerations; and resources for the client and family. The final product is approximately 8 - 10 pages, not including supporting materials. Students may submit their finished product in hardcopy or electronic format.

There are two purposes of this assignment. First, to provide an opportunity to synthesize the material covered in the course as it related to the major conditions addressed. Second, to enable to students to develop a resource for their use on fieldwork and as they prepare for the national licensing exam. Students are encouraged to create the materials in a style that is usable for them, and are given the ability to organize and format the materials in the way they choose. Evaluation of this activity is based on a grading rubric to ensure all key elements are present.