Overcoming content-associated challenges using attention-focused methods created by Michael T. Lebec and Lauren Kesteloot

By:

Lebec, Michael T [author]

Contributor(s):

Kesteloot, Lauren [co-author]

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 26, number 3 ,Canada: Miami University, 2015Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Higher Education -- Documentation -- Skill Development

LOC classification:

LB1778 JOU

Abstract: A common challenge in higher education is teaching required content for which students traditionally have lower levels of interest. Physical therapist education programs experience this challenge when training entry-level students to document in the medical record. The authors compared learning outcomes among physical therapy students taught documentation skills through traditional methods with those learning via an alternative format designed to maximize their focus and attention. Outcomes suggest that the attention-focused approach engaged students and better prepared them to use learned skills in clinical practice. Faculty from other disciplines may benefit from using similar approaches when teaching traditionally difficult content.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 26, no.3 (pages25-56)	Not for loan	For in house use only

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A common challenge in higher education is teaching required content for which students traditionally have lower levels of interest. Physical therapist education programs experience this challenge when training entry-level students to document in the medical record. The authors compared learning outcomes among physical therapy students taught documentation skills through traditional methods with those learning via an alternative format designed to maximize their focus and attention. Outcomes suggest that the attention-focused approach engaged students and better prepared them to use learned skills in clinical practice. Faculty from other disciplines may benefit from using similar approaches when teaching traditionally difficult content.

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