東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Case-based learning (CBL) in selecte...

Nelson, T. Kirk.

FindBook

Google Book

Amazon

博客來

Case-based learning (CBL) in selected physical therapy curricula and its perceived effectiveness by students, faculty, and administrators.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Case-based learning (CBL) in selected physical therapy curricula and its perceived effectiveness by students, faculty, and administrators./
作者:	Nelson, T. Kirk.
面頁冊數:	211 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2377.
Contained By:	Dissertation Abstracts International71-07A.
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3414794
ISBN:	9781124086422

Case-based learning (CBL) in selected physical therapy curricula and its perceived effectiveness by students, faculty, and administrators.
Nelson, T. Kirk.

Case-based learning (CBL) in selected physical therapy curricula and its perceived effectiveness by students, faculty, and administrators. - 211 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2377.

Thesis (Ph.D.)--University of New Orleans, 2010.

Case-based learning (CBL) is commonly used in physical therapy curricula even though not much evidence exists as to the effectiveness of this instructional tool in physical therapy education. Through qualitative evaluation methodology, the researcher investigated the utilization and implementation of this instructional methodology in selected physical therapy curricula, as well as its perceived effectiveness by physical therapy students, faculty, and administrators. Data collection was performed through classroom observations, interviews, and focus group interviews at eight physical therapy programs across the United States that identified themselves as moderate to high implementers of CBL. Through the analysis of the qualitative data gleaned from the participants, case-based learning was found to be a very effective instructional methodology in these academic programs as described by administrators, faculty, and students alike. Specifically, case-based learning was found to effectively enhance students' learning, problem solving skills, clinical preparedness, and confidence levels. Barriers that may limit the effectiveness of the implementation and utilization of case-based learning were discussed, including stakeholder buy-in, time and cost requirements, an individual knowledge and skill with case-based learning techniques. Multiple factors were found to exist that positively influence the effectiveness of the implementation and utilization of case-based learning including techniques that make the learning experience safe, real, impactful, and empowering.

ISBN: 9781124086422Subjects--Topical Terms:

1669073
Education, Instructional Design.

Case-based learning (CBL) in selected physical therapy curricula and its perceived effectiveness by students, faculty, and administrators.
LDR:02727nam 2200313 4500 001 1394099
005 20110419112720.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124086422
035 $a (UMI)AAI3414794
035 $a AAI3414794
040 $a UMI $c UMI
100 1 $a Nelson, T. Kirk. $3 1672686
245 1 0 $a Case-based learning (CBL) in selected physical therapy curricula and its perceived effectiveness by students, faculty, and administrators.
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2377.
500 $a Adviser: Yvelyne Germain-McCarthy.
502 $a Thesis (Ph.D.)--University of New Orleans, 2010.
520 $a Case-based learning (CBL) is commonly used in physical therapy curricula even though not much evidence exists as to the effectiveness of this instructional tool in physical therapy education. Through qualitative evaluation methodology, the researcher investigated the utilization and implementation of this instructional methodology in selected physical therapy curricula, as well as its perceived effectiveness by physical therapy students, faculty, and administrators. Data collection was performed through classroom observations, interviews, and focus group interviews at eight physical therapy programs across the United States that identified themselves as moderate to high implementers of CBL. Through the analysis of the qualitative data gleaned from the participants, case-based learning was found to be a very effective instructional methodology in these academic programs as described by administrators, faculty, and students alike. Specifically, case-based learning was found to effectively enhance students' learning, problem solving skills, clinical preparedness, and confidence levels. Barriers that may limit the effectiveness of the implementation and utilization of case-based learning were discussed, including stakeholder buy-in, time and cost requirements, an individual knowledge and skill with case-based learning techniques. Multiple factors were found to exist that positively influence the effectiveness of the implementation and utilization of case-based learning including techniques that make the learning experience safe, real, impactful, and empowering.
520 $a Keywords: Case-based Learning, Case Method, Case-based Teaching, Physical Therapy Education, Curriculum Evaluation
590 $a School code: 0108.
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Health. $3 1017668
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Higher. $3 543175
690 $a 0447
690 $a 0680
690 $a 0727
690 $a 0745
710 2 $a University of New Orleans. $3 1019084
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Germain-McCarthy, Yvelyne, $e advisor
790 $a 0108
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3414794