ISSN:1040-8800    

出版商:OVID    

年代:2002

数据来源: OVID

ISSN:1040-8800    

出版商:OVID    

年代:2002

数据来源: OVID

ISSN:1040-8800    

出版商:OVID    

年代:2002

数据来源: OVID

摘要:

This article will provide an overview of the problem-based learning process, and an illustration of how problem-based learning can facilitate development of critical appraisal necessary for evidence-based practice. It will trace the development of problem-based learning as an educational methodology for entry-level health professional education. The information seeking and appraisal themes common to both problem-based learning and evidence-based practice will be examined, along with the roles and responsibilities of faculty and tutors who are part of problem-based learning courses or curricula. Examples of strategies for student assessment will be discussed, for both mastery of didactic content and for contribution to the interactive processes that are part of problem-based learning courses and curricula. A “case” will be presented to illustrate application of problem-based learning principles as a means of facilitating skills necessary for effective evidence-based practice.

ISSN:1040-8800    

出版商:OVID    

年代:2002

数据来源: OVID

摘要:

The study of orthotics and prosthetics began with the ancient art of splint, brace, and artificial limb making. Stimulated by the World Wars and polio epidemics of the late 1940s and early 1950s, the most significant contributions to orthotics and prosthetics were made in the 20th century. In 1945, an extensive research effort begun by the National Academy of Sciences spurred research, development, and education initiatives that focused on prosthetics. In 1952, the University of California at Los Angeles provided the first formal coordinated education effort in orthotics and prosthetics as a 6 week course offered to provide practicing prosthetists with the results of a nationwide research effort. It was not until 1960 that a formal research directive was initiated in orthotics. As research developed, a curriculum was expanded to a series of courses in each discipline (orthotics or prosthetics), and the number of institutions offering the training similarly increased. Students who successfully completed these courses were awarded a certificate of completion and this model still exists today as the postBachelor’s certificate program. In 1965, New York University established the first baccalaureate degree program consisting of two years of prerequisite courses followed by two years of professional courses in orthotics and prosthetics. Subsequently, other programs developed in the 1970s and 1980s. The close relationship between the national research program and education programs ended in 1975 with the dissolution of the National Research Council, and, subsequently, orthotics and prosthetics education programs began to drift apart in their curriculum; their lowest denominator being the minimum subjects and hours established by the Education Accreditation Commission. Recognition of orthotics and prosthetics as an allied health profession in 1992 lead to the accreditation of all practitioner education programs. Advancements in orthotics and prosthetics education have slowly responded to the challenges of developing measurable outcomes, seeking funding based on limited resources, and recruiting qualified faculty in the midst of a national shortage of certified practitioners and academicians. The rapidly expanding elderly population in need of orthotics and prosthetics care, encroachment by other health care providers delivering orthotics and prosthetics services, the advancement of medicine and technology, and changes in managed health care all highlight the need for responsive, contemporary, advanced orthotics and prosthetics education programs.

ISSN:1040-8800    

出版商:OVID    

年代:2002

数据来源: OVID

摘要:

Today’s advancements of technology coupled with the changes of health care into an outcomes-oriented system have challenged orthotic and prosthetic education programs to ensure that graduates attain contemporary knowledge, skills, and competencies. Combined with the expanding elderly population in need of orthotic and prosthetic care and the nationwide shortage of orthotists and prosthetists, more graduates possessing advanced knowledge and skills are needed to meet the future demand for orthotic and prosthetic services. To address these needs, an interdisciplinary entry-level master of orthotic science and eventually a parallel master of prosthetic science degree program is warranted. This graduate program emphasizes cross-disciplinary educational experiences of orthotic and prosthetic students with occupational therapy, physical therapy, special education, industrial engineering, and related allied health and science programs to increase the competencies of practitioners, especially when the “essential outcomes” are embedded in the master’s degree program. The master of orthotic science (and eventually the master of prosthetic science) degrees will teach the essential outcomes while surrounding those “essentials” with additional graduate-level course work that will strengthen the practitioner’s technical knowledge as well as clinical, research, problem-solving, and collaborative team-building skills. The interdisciplinary curriculum concept is supported by research demonstrating positive learning outcomes in related medical and allied health education programs. Entry-level master’s degree education programs will foster advancement of the orthotic and prosthetic profession and train future leaders in the areas of clinical practice, education, research, and administration to prepare orthotists and prosthetists for the 21st century.

ISSN:1040-8800    

出版商:OVID    

年代:2002

数据来源: OVID

摘要:

Adult learners and career change students are increasingly common in prosthetic and orthotic education. This may be attributed to the relative obscurity of the profession within the allied health arena. Potential students are often introduced to the field through personal experience. The student may know someone in need of services, have obtained services themselves, have had professional or personal contact with a prosthetist-orthotist, or have had other casual circumstances with someone involved in prosthetics or orthotics.

ISSN:1040-8800    

出版商:OVID    

年代:2002

数据来源: OVID

摘要:

Orthotic/Prosthetic education is by nature complex, multi-faceted, and multi-disciplinary. Over the past decade, the National Commission on Orthotic and Prosthetic Education has made tremendous strides in the identification and validation of the knowledge and skills that must comprise the body of an Orthotic and Prosthetic practitioner’s education. For the most part, the curriculum has been provided using the primary education delivery model for collegiate professional staff: traditional lecture, lecture/demonstration, and laboratory exercises. As we continue into the new millennium, these methodologies are being challenged by the introduction of enhanced information technology and a remote format known as distance learning. Combined with the changing demographics of today’s undergraduate/graduate population (to include older, married, employed and now residential students [http://www.ascusc.org/jcmc/vol4/issue2/beller.html]), the paradigm shift was inevitable.

ISSN:1040-8800    

出版商:OVID    

年代:2002

数据来源: OVID

摘要:

The current state of health care has seen a shift towards outcome-based assessment for the purpose of determining effective quality health care. Cost, patient satisfaction, and improved quality of life represent outcome measures that in turn provide evidence for the effectiveness of different treatment protocols. This paradigm shift, also evident in medical education, takes on greater meaning as the Commission on Accreditation of Allied Health Education Programs moves towards outcome-based standards in the year 2007. Because O & P educational programs fall under the auspices of the Commission on Accreditation of Allied Health Education Programs, outcome based assessment is quickly becoming a reality that cannot be overlooked. In this paradigm, assessment of the learner to determine program effectiveness is emphasized rather than institutional structure and function. While this does not necessarily signify a departure from the latter, it does place a greater focus on learner performance. The purpose of this paper, therefore, is to describe and examine outcomes as a means of assessing O & P educational programs.

ISSN:1040-8800    

出版商:OVID    

年代:2002

数据来源: OVID

摘要:

The purpose of this article is to review the functional biomechanics of the ankle foot complex. In addition, assessment and orthotic design implications for individuals in the many diagnostic groups who present with limited talocrural dorsiflexion secondary to soft-tissue limitations will be discussed. Adequate ankle dorsiflexion is necessary for many functional activities, especially walking. When range is unavailable, compensatory strategies are used. A common compensation to supplement limited ankle motion is to utilize midtarsal joint dorsiflexion that occurs in conjunction with subtalar joint pronation. Orthotic management of heelcord tightness falls into three general categories: (1) passive splints for stretching; (2) ankle foot orthoses to improve mobility; and (3) orthoses to decrease pain secondary to chronic excessive subtalar joint pronation. Specific design features can be built into the orthotic devices used in all of these categories. These features can improve the device’s effectiveness in preventing compensatory midfoot dorsiflexion and thereby targeting stretching forces to the talocrural joint. Talocrural joint motion can be increased or maintained through use of the device in this manner. The features that should be considered when utilizing an orthotic device for this purpose include contouring of the foot piece, control of distal and proximal pronatory forces, and ankle mobility.

ISSN:1040-8800    

出版商:OVID    

年代:2002

数据来源: OVID