000			01578nam a22002417a 4500
003			ZW-GwMSU
005			20241122103700.0
008			241122b |||||||| |||| 00| 0 eng d
022			_a1052-4800
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1778 JOU
100	1		_aLebec, Michael T. _eauthor
245	1	0	_aOvercoming content-associated challenges using attention-focused methods _ccreated by Michael T. Lebec and Lauren Kesteloot
264	1		_aCanada: _bMiami University, _c2015
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal on excellence in college teaching _vVolume 26, number 3 ,
520	3		_aA 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.
650			_aHigher Education _vDocumentation _xSkill Development
700	1		_aKesteloot, Lauren _eco-author
942			_2lcc _cJA
999			_c168335 _d168335