Dynamic and innovative curricular models are needed to prepare physical therapists to thrive in complex health care environments, manage evolving information, and optimize use of technology. Students have difficulty making sense of the vast amount of information provided with traditional curricula and may rely on memorization of facts rather than use of conceptual learning strategies. This presentation of the annual Pauline Cerasoli Lecture will explore a concept-based approach that organizes learning experiences around key concepts or “big ideas” rather than content or topics. Such concepts foster flexible thinking that can be applied across settings and populations. To adopt this model, the profession will need to define “big ideas” in physical therapy education, consider implications for clinical education, and propose a shift toward conceptually based curricular accreditation standards.
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- Identify factors affecting the need for revision of current curricular models.
- Describe principles of concept-based curricular models.
- Analyze potential opportunities and challenges for implementation of a concept-based curriculum model.
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|1||Westin 3pm 2-6-15 Meeting Cerrisoli Lecture.mp4|