Seminar/old files/dora01252002.p pt Configuring Experiential Learning to Bridge the Theory Practice Divide Dora Poon EDC Thematic Seminar Series: Reforming

seminar/old files/dora01252002.ppt

Configuring Experiential Learning to Bridge the Theory Practice

Divide

Dora Poon

EDC Thematic Seminar Series: Reforming Professional Education for a Knowledge-Based Society

25 Jan 02


Background

Students lacked confidence in interacting with children & older elders (Curriculum review ,1998)

Discrepancies between theory and practice

Large range of performance & behavior of children

Require different interaction skills


Pediatric Community-based

Classroom

Impact on students:

Positive exposure (fun) for interaction

Aware of the needs & potentials of individuals

Learn the use of play for therapeutic purposes



Classroom

Impact on faculty:

Learned service-learning models –Not yet a norm in Hong Kong

Modeling collaborative team interaction



Classroom

Impact on community:

Change in attitude & belief to individual with disability

Service to individuals and family


Cohort 1

March - May 2000

36 PT and 24 OT year 2 students

2 integrated playgroups: PolyU & Hospital

Children with various disabilities (age 3-8)

Other children: siblings & faculties


Preparing Students

ObjectivesFramework

Submit plan for feedback

Saturday Playgroup 1

Reflect, submit plan for feedback



Evaluation

ObjectivesFramework

Submit plan for feedback


Reflect, submit plan for feedback


Group report & Reflection

(assignment)

Confidence &

exposure survey

Level of confidence

Learning experience

Parents’ survey

Individual interview

0

10

20

30

40

50

60

70

Never orseldom

Monthly Weekly Daily

Frequency of Exposure with Children

Below 6, presently

Below 6, in past 5 years

6-11, presently

6-11, in past 5 years

0

10

20

30

40

50

60

70

80

90

Play games (0-5)

Play games (6-11)

Looked after children

Changed diaper

Feed a baby

Help get dressed

Helped homework

Help sport or club

Frequency of Interaction with Children

Yes No

Level of Confidence Following Playgroup

0

10

20

30

40

50

60

70

80

Very low in confidence

Low in confidence

Increasing confidence

confident

Increasing confidence

Very confident

PT (polyU, n=11)PT (PYEH, n=12)OT (n = 6)

Qaulity of Learning

0

10

20

30

40

50

60

70

80

90

PT (polyU) PT (PYEH) OT

Good

Very goodHigh (unique)


Reflection (Assignment)

“The children have fun, so did we” – positive exposure

“The child is blind. To cope with his lost of vision, we use other sensation to stimulate him to play – aware of need and potentials

Through play, we trained their balance and walking, fine motor skill… play could be a really good therapeutic means for intervention – learn use of play for therapy


All Students RecommendLearning Experience

To Be Continued


Parents’ Survey (n = 22)

Children benefited Emotionally (92.9%) Socially (100%) Physically (71.4%)

Children enjoy playing with students

Parents benefited (feel supported, help bias)

Want more playgroup!


Cohort 2

Sept - Nov 2000

PT year 1 students (n=121), 1st semester

Community partner: (HKDSA), Playright Assoc.

Toddlers with Down Syndrome (mild problem)

Other children: siblings & faculties

On site Playgroup + workshop for parents


Preparing Students

Orientation of ObjectivesLink theory (DMB) to practice (PPTP)

One Saturday Playgroup

Small group discussion &

Reflection(no assignment)


Evaluation

Orientation of ObjectivesLink theory (DMB) to practice (PPTP)

One Saturday Playgroup

Small group discussion &

Reflection(no assignment)

Level of confidence

Learning experience

Individual interview

Confidence &

exposure survey

Level of Confidence following Playgroup

0

10

20

30

40

50

60

70

Quality of Learning

0

10

20

30

40

50

60

No benefit

Below average

AverageAbove average

Unique


Individual Interview

Bridge theory to practice

Unique experience

Practice communication and skills

More sensitive and caring

Lecture and playgroup should go together


Challenges

Students want more sessions

Packed curriculum – do not want work on Sat.

Some students want more structured activities (give demonstration first…)

Sequencing between theory and practice


Challenges

Involve community partners

Address community needs

Not “volunteerism”

Balance between service & learning objectives

Emphasis on reflective practice

Documents

Seminar/old files/dora01252002.p pt Configuring Experiential Learning to Bridge the Theory Practice Divide Dora Poon EDC Thematic Seminar Series: Reforming