Lessons learned from plunging into Web 2.0 tools
Keywords:therapeutic recreation, communication, Web 2.0, self-analysis, technology
AbstractTechnological influences will bring change to the practice of recreation therapy as well as the way courses are taught. In the present-day focus on the infusion of technology in many aspects of daily life, health and human service providers are incorporating a variety of technology tools into many facets of service provision and training for college students as well as practicing healthcare providers. Training techniques used by instructors in various healthcare fields suggest that improving an individual’s self-confidence in the practice of targeted techniques and increasing self-reflection or self-analysis skills in a classroom can impact actual practice in the healthcare field. As a result of a curriculum review at one university, revisions were made to one course in the therapeutic recreation major, “Procedures in Therapeutic Recreation.” Lessons learned from implementation of these revisions will be shared.
National Council for Therapeutic Recreation Certification: NCTRC job analysis report. Available at http://www.nctrc.org/documents/NCTRCJAReport07.pdf . Accessed November 6, 2010.
Riley B, Connolly P: A profile of Certified Therapeutic Recreation Specialist practitioners. Ther Recreation J. 2007; 41: 29-48.
Call for papers: Therapeutic Recreation Journal Special Issue on “Trends and Innovations in Therapeutic Recreation Higher Education”. Ther Recreation J. 2008; 42: 212-213.
Lang J: Do your job better. Chronicle of Higher Education. Available at http://chronicle.com/article/Podcasting/64000/?sid=ja&utm_source=ja&utm_medium=en. Accessed February 10, 2010.
Rodrigo R: Motivation and play: How faculty continue to learn new technologies; 2009. Available at http://gradworks.umi.com/33/54/3354462.html. Accessed September 15, 2010.
McPherson M, Nunes J: Critical issues for e-learning delivery: What may seem obvious is not always put into practice. J Comput-Assist Learn. 2008; 24(5): 433-445.
Boyer Commission on Educating Undergraduates in the Research University Reinventing Undergraduate Education: A blueprint for America’s Research Universities. Available at http://naples.cc.sunysb.edu/Pres/boyer.nsf/. Accessed September 15, 2010.
Brewster LP, Risucci DA, Joehl RJ, et al.: Comparison of resident self-assessments with trained faculty and standardized patient assessments of clinical and technical skills in a structured educational module. Am J Surg. 2008; 195(1): 1-4.
Wainwright SF, Shepard KF, Harman LB, et al.: Novice and experienced physical therapist clinicians: A comparison of how reflection is used to inform the clinical decision-making process. Phys Ther. 2010; 90(1): 75-88.
Bonnaud-Antignac A, Campion L, Pottier P, et al.: Videotaped simulated interviews to improve medical students’ skills in disclosing a diagnosis of cancer. Psycho - oncology. 2010; 19(9): 975-981.
Kluge M, Glick L: Teaching therapeutic communication via camera cues and clues: The Video Inter-Active (VIA) method. J Nurs Educ. 2006; 45(11): 463-468.
Chan C, Wun Y, Cheung A, et al.: Communication skill of general practitioners: Any room for improvement? How much can it be improved? Med Educ. 2003; 37(6): 514-526.
Pike T, O’Donnell V: The impact of clinical simulation on learner self-efficacy in pre-registration nursing education. Nurse Educ Today. 2010; 30(5): 405-410.
Mantovani F, Castelnuovo G, Gaggioli A, et al.: Virtual reality training for health-care professionals. Cyberpsychol Behav. 2004; 6: 389-395.
How to Cite
Copyright 2000-2023, Weston Medical Publishing, LLC
All Rights Reserved