1. How are we HANDLINGphysiotherapy education: Wheres New Zealand MOVING (P36) Todd Stretton Lecturer, AUT University, Auckland MPhil(Hons), PGDipRehab, BHSc (Physiotherapy, Nursing) Image: http://thehightackle.files.wordpress.com/2011/09/sonny-bill-williams.jpg

2. BHSc (Physiotherapy) Four year programme 130- 160 first year students First Semester: common core papers Second Semester: Therapeutic Touch paper Moving and Handling Component Recent (2 years) changes in the curriculum Have we got it right. Definitely not yet

3. The Past Timeframe: Year One Year Two Year Three Year Four Learnt techniques

4. How have we HANDLED teaching before?Didactic Active Teacher Passive Student Answers & Facts Right and wrong Teacher centred knower and expert Memorise + Mimic = Success

5. Teaching didactically lead to some problems Rote learning- techniques, legislation and biomechanics Lost emphasis of Professionalism Could not problem solve Left right ???? Right left Chair to bed ??? Bed to chair Equipment Did not retain practical foundations at time of clinical placement

6. The Present Timeframe: Year One Year Two Year Three Year Four Clinical scenarios

7. Lecture Practical Labs Definition Focus on their handling skills Statistics (brief) Use of equipment- hospital Legal Responsibilities beds; wheelchairs, sliding LITEN up approach/ Risk sheets; transfer boards; hoists assessment (principles) Biomechanical principles (Brief) anatomy Therapeutic Positioning

8. How have we MOVED our teaching?Didactic Experimental Active Teacher Passive Student Facilitating Teacher Active Student Answers & Facts Questions mutual contemplation Right and wrong Scenario based & Problem Solving Teacher centred Student centred knower and expert Problem solver/ critical thinker Memorise + Mimic = Success Experience + Problem Solve = Success

9. Still, not without its problems Year One remains the best fit for principles of Moving and Handling Anatomical and pathophysiological knowledge very limited Equipment- principles vs. hands on use of e.g. hoists Still need to assess the students consistently When not given the directive, the weaker students struggle

10. The Future Labs with Patients Functional transfers (e.g. in and out of car) Inclusion of M&H inanimate objects Videos Reflection of updated Guidelines (2011)

11. An On-going Issue? Independent REHABILITATION Dependent

12. Thank-youTodd StrettonLecturer, AUT University, Aucklandtodd.stretton@aut.ac.nz