Thank you. I see what you mean.
From: Kubitz, Karla [mailto:[log in to unmask]]
Sent: Tuesday, May 08, 2012 10:13 AM
To: Carson, Ron
Subject: RE: RATs
So what would someone who understands successful aging DO that someone who doesn't understand successful aging do? In my classes, what I want the students to DO is to be able to motivate... to be able to develop exercise regimens that benefit mental health... etc. They have to understand the theories and models of motivation to motivate. They have to understand the mental health benefits and underlying mechanisms in order to develop. Can you tweak your objectives to focus on doing... instead of understanding? One I see is that you want them to be able to assess older adults' occupational performance. I would guess that if they understand normal aging, they would be able to distinguish normal from abnormal aging and/ or recognize problems related to aging in patients they interact with. If they understand age-related impairments and their impact on human occupation, they might be able to counsel older adults appropriately about their work lives or they might be able to recognize problems related to work performance in older adults. Does this make sense? Once you get the 'doing' piece down, it makes TBL much easier to do and you'll have more confidence in/ clarity about what you're trying to accomplish with it. Karla
From: Carson, Ron [mailto:[log in to unmask]]
Sent: Tuesday, May 08, 2012 7:30 AM
To: Kubitz, Karla
Cc: [log in to unmask]
Subject: RE: RATs
Thanks Karla.
The overall arching goal of this course is for students developing basic competency providing skilled occupational therapy services to older adults in various treatment settings. In my opinion, developing this skill involves understanding and integration of the following gross concepts (i.e. modules):
1. Understanding successful aging
2. Understanding normal aging
3. Understanding age-related impairments and impact on human occupation
4. Understanding how to assess old adults occupational performance
5. Understanding treatment settings
6. Understanding death and dying and elder abuse (special topics)
If students understand, apply and integrate the above topics they will develop caring and learning knowledge (Fink, 20030 to treat older adults.
Does this help?
Thanks,
Ron
From: Kubitz, Karla [mailto:[log in to unmask]]<mailto:[mailto:[log in to unmask]]>
Sent: Monday, May 07, 2012 3:34 PM
To: Carson, Ron
Subject: RATs
Hi Ron,
Can you give a bit more information about your course? One question that's important is... what do you want your students to be able to DO when they're done? I teach a class in the psychology of exercise and my answer to that question has three parts... I want them to be able to motivate people to exercise. I want them to be able to tweak exercise prescriptions so that they elicit the most mental health benefits possible. I want them to be able to do motivational interviewing (at least at a beginner level). Then, I work back from there... what do they need to know in order to DO those things. One thing they need to know is (are?) the theories and models and key studies of exercise motivation. I have four RATs over the chapters in the book that address motivation. Some of the RATS cover only one chapter (b/c there are several theories in the chapter and it's a lot to understand). Some of the RATs cover two chapters (b/c there's not as many different theories in the chapter). Karla
From: Team-Based Learning [mailto:[log in to unmask]]<mailto:[mailto:[log in to unmask]]> On Behalf Of Carson, Ron
Sent: Monday, May 07, 2012 2:27 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: RAT's
Thanks Larry:
I hear you on the application, and that's where I'm getting stuck. Here's an example: One of the first modules is called, "Normal Aging". There are 5 topics in this module:
Week 1 - Day 1
Aging Theories
Guest
Week 1 - Day 2
Cardiovascular Function,
Sensory Function,
Week 2 - Day 1
Neuro-musculoskeletal function
Week 2 - Day 2
Mental Function
The class meets 2x/week and I've given 2 weeks for this module. Each topic has an assigned reading assignment.
So, do I give RATs for each topic?
Thanks,
Ron Carson
From: Larry Michaelsen [mailto:[log in to unmask]]<mailto:[mailto:[log in to unmask]]>
Sent: Monday, May 07, 2012 12:19 PM
To: Carson, Ron
Cc: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: RAT's
In part, the number (and length) of RATs depends on the total number of class hours you are dealing with. The principle is that you MUST maintain an emphasis on APPLYING the content. It would be an unusual situation in which you'd want to spend more than 30% of your total class time on RATs.
Larry
On Mon, May 7, 2012 at 10:51 AM, Carson, Ron <[log in to unmask]<mailto:[log in to unmask]>> wrote:
If you have a module 3 weeks with each week being a different topic, how many RATs do you "normally" provide? Would you give 1 RAT for the module or 1 RAT for each topic?
Thanks,
Ron Carson
--
Ron Carson MHS, OT
Assistant Professor
Occupational Therapy Department
Florida Hospital College of Health Sciences
671 Winyah Drive
Orlando, FL 32803
407.303.9182<tel:407.303.9182>
[cid:image001.gif@01CD2D05.423FB450]
--
*******************************
Larry K. Michaelsen, Professor of Management
Dockery 400G, University of Central Missouri
Warrensburg, MO 64093
660/429-9873 voice/cell phone, 660/543-8465 fax
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org<http://www.teambasedlearning.org>>
Integrative Business Experience (IBE) <http://faculty.ucmo.edu/ibe/home.html>
*******************************
|
