New Faculty Development: Scholarship of Teaching and Learning Opportunities

Peterson, Cathryn A.; Sandholtz, Judith Haymore

doi:10.1097/00001416-200510000-00005

Cited by 7 publications

(11 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Future Implications For Physical Therapy Educationmentioning

confidence: 99%

“…According to Peterson and Haymore Sandholtz (), “an expanded conception of intellectual work can lead to complementary rather than competing expectations” (25), and SoTL presents a viable mechanism to achieve success in both teaching and scholarship for new faculty. Faculty development in the area of SoTL activity can be supported by faculty seminars, mentors, teaching portfolios, collaborative grant writing, and technology (Peterson and Haymore Sandholtz ). All of these can provide opportunity for new faculty to interact and collaborate with interested and experienced faculty on the development and implementation of SoTL projects within the physical therapy department and within interdisciplinary groups (Peterson and Haymore Sandholtz ).…”

Section: Future Implications For Physical Therapy Educationmentioning

confidence: 99%

“…Faculty development in the area of SoTL activity can be supported by faculty seminars, mentors, teaching portfolios, collaborative grant writing, and technology (Peterson and Haymore Sandholtz ). All of these can provide opportunity for new faculty to interact and collaborate with interested and experienced faculty on the development and implementation of SoTL projects within the physical therapy department and within interdisciplinary groups (Peterson and Haymore Sandholtz ).…”

Section: Future Implications For Physical Therapy Educationmentioning

confidence: 99%

See 2 more Smart Citations

The Scholarship of Teaching and Learning in a Physical Therapy Program

Anderson

Tunney

2014

New Drctns for Teach & Learn

View full text Add to dashboard Cite

The professional physical therapist education curriculum has two components: didactic and clinical. The didactic component includes classroom and laboratory experiences involving foundational (biological, physical, and behavioral) sciences, clinical sciences, and physical therapy sciences. The didactic component is designed to provide students with the knowledge, skills, attitudes, and behaviors that are needed for entry into the practice of physical therapy. By its nature, however, the didactic component cannot provide students with the opportunity to apply their knowledge, skills, attitudes, and behaviors in the "real world" of physical therapist practice. Thus, the curriculum includes a clinical education component that typically involves experiences in clinical sites away from, and outside the direct control of, the academic institution.In general, the clinical education courses account for at least one third of the curriculum (whether measured by credits, contact hours, or length in NEW DIRECTIONS FOR TEACHING AND LEARNING •

show abstract

Section: Future Implications For Physical Therapy Educationmentioning

confidence: 99%

Section: Future Implications For Physical Therapy Educationmentioning

confidence: 99%

Section: Future Implications For Physical Therapy Educationmentioning

confidence: 99%

See 1 more Smart Citation

The Scholarship of Teaching and Learning in a Physical Therapy Program

Anderson

Tunney

2014

New Drctns for Teach & Learn

View full text Add to dashboard Cite

show abstract

“…Traditional mentoring differs from co-mentoring in that the mentor/mentee relationship tends to be unidirectional rather than reciprocal [15]. While both mentoring and co-mentoring relationships involve respect, trust, and listening, in mentoring relationships, the mentor holds greater power than the mentee [16].…”

Section: Defining Co-mentoringmentioning

confidence: 99%

Transforming Bedside Nursing Care through Practice-Academic Co-Mentoring Relationships

Mixer¹

2012

Nursing Care

View full text Add to dashboard Cite

This article reports how nursing staff, nurse managers, faculty, and graduate students from a regional children's hospital and a research-intensive public university came together to solve a clinical challenge. The challenge was addressed when these practice and academic professionals collaborated and used nursing theory to educate staff nurses and plan a research project. The most significant results from this partnership have been the deep, reciprocal co-mentoring relationships that have formed among participants and the impressive results they have produced. Not finding a fitting description in the literature for the co-mentoring relationships formed through this partnership, the co-mentees formulated their own definition: a trusting, collaborative, and reciprocal teaching/learning relationship among interprofessional colleagues working together with shared power to produce quantifiable results that mutually benefit those involved. Outcomes from this ongoing endeavor include: transforming healthcare through the realistic use of nursing theory, research, and education at the bedside; enhancing nursing education, theory, and research in academia; increased nursing scholarship and professional growth; advancing institutional goals; and strengthening the discipline of nursing.

show abstract

“…Portfolios can be used to promote reflection and learning among student and graduate PTs; 22-27 they can also be useful in tracking career development among teachers and faculty. [27][28][29] While the appropriateness of using a portfolio to assess the competence of PTs has been reported, 8 and the feasibility of portfolio usage among student PTs has been ascertained, 26 little is known about PTs' views on portfolio development or the use of portfolios to assess professional competence. The purpose of this study was to solicit opinions from a sample of Canadian PTs on the feasibility and acceptability of a portfolio review process.…”

Section: Introductionmentioning

confidence: 99%

The Feasibility and Acceptability of Using a Portfolio to Assess Professional Competence

Miller¹,

Tuekam²

2011

Physiotherapy Canada

View full text Add to dashboard Cite

Purpose: Little is known about physical therapists' views on the use of portfolios to evaluate professional competence. The purpose of this study was to gather the opinions of physical therapists on the feasibility and acceptability of a portfolio prepared to demonstrate evidence of clinical specialization through reported activities and accomplishments related to professional development, leadership, and research. Methods: Twenty-nine Canadian physical therapists practising in the neurosciences area were given 8 weeks to prepare a professional portfolio. Participants submitted the portfolio along with a survey addressing the preparation of the portfolio and its role as an assessment tool. Qualitative content analysis was used to interpret the participants' comments. Results: Participants reported that maintaining organized records facilitated the preparation of their portfolio. They experienced pride when reviewing their completed portfolios, which summarized their professional activities and highlighted their achievements. Concerns were noted about the veracity of self-reported records and the ability of the documentation to provide a comprehensive view of the full scope of the professional competencies required for clinical specialization (e.g., clinical skills). Conclusion: The study's findings support the feasibility and acceptability of a portfolio review to assess professional competence and clinical specialization in physical therapy and have implications for both physical therapists and professional agencies. Mé thodes : Vingt-neuf physiothé rapeutes canadiens qui oeuvrent dans le domaine des neurosciences ont eu huit semaines pour pré parer leur portfolio professionnel. Les participants ont soumis leur portfolio avec un sondage sur la pré paration du portfolio et sur son rô le en tant qu'outil d'é valuation. Une analyse qualitative de contenu de ces portfolios a é té ré alisé e pour interpré ter les commentaires des participants. Ré sultats : Les physiothé rapeutes ont affirmé que le maintien de dossiers en bon ordre a facilité la pré paration de leur portfolio. Ils se sont dits fiers du portfolio qu'ils ont pré paré et qui ré sumait leurs activité s professionnelles et soulignait leurs ré alisations. Certaines questions ont é té soulevé es quant à la vé racité des faits fournis par les personnes qui pré paraient leur propre portfolio et quant à la capacité de la documentation de fournir un aperc¸u complet des compé tences professionnelles requises pour la spé cialisation clinique (c.-à -d. des compé tences cliniques). Conclusion : Les constatations de l'é tude sont favorables à l'acceptabilité et à la recevabilité de l'examen d'un portfolio pour l'é valuation des compé tences professionnelles et de la spé cialisation clinique en physiothé rapie, et ces conclusions ont des consé quences tant pour les physiothé rapeutes que pour les organismes professionnels.

show abstract

New Faculty Development: Scholarship of Teaching and Learning Opportunities

Cited by 7 publications

References 13 publications

The Scholarship of Teaching and Learning in a Physical Therapy Program

The Scholarship of Teaching and Learning in a Physical Therapy Program

Transforming Bedside Nursing Care through Practice-Academic Co-Mentoring Relationships

The Feasibility and Acceptability of Using a Portfolio to Assess Professional Competence

Contact Info

Product

Resources

About