Chapter 7: Applying knowledge - shows how / does...
Chapter 7 - "Applying knowledge - shows how / does..." focuses on the third and fourth level of Millers pyramid and aims to support you in answering the question:
What do I need to teach for advanced competences?
Latest in this step, you as educator will need to define the clinical focus of possible future service users of your learners' group. This could also include settings, e.g.
- single vs. group session
- hospital vs. rehabilitation vs. outpatient vs. community care settings (private vs. public sector)
- duration of consultation (single or continuing),...
It will be useful to apply the principle of problem-based learning, so that your learners can process to solving problems and creating content based on specific designed scenarios. Discuss practical problems in rehabilitation, e.g. how the use of digital tools was promoted during the COVID-19 pandemic and what needs to be taken care of concerning ethics, data protection and service users’ safety.
Key content identified by participatory research of the DIRENE consortium:
- Working life professionals communicate the Digital Rehabilitation plan in simple language to the service user and detect digital barriers due to access or age.
- Digital Rehabilitation should consist of balanced digital and personal interventions.
- Working life professionals show expertise in technology when creating digital content.
- They design different digital settings (single, pair, family, group settings…) by considering their advantages and limitations, establishing methods and rules for these.
- Digital Rehabilitation technologies should be used appropriate to the needs and competences of the service user in an interdisciplinary approach.
- Service users should be prepared for and supported in the use of technologies, internet and social media by the working life professional.
- Working life professionals apply digital counselling techniques.
- They consider digital and nonverbal communication.
- The management of technology should be addressed (e.g. stable internet connection).
How could I create an individualized and engaging learning experience?
As examples, how learners could be trained in advanced competences, take a look on the use-case scenarios #2, #3 and #4.
- Use-case #4 is designed for a course with 2 hours lecture, 1 hour follow-up and 1 hour evaluation face-to-face, 24 hours self-study time, targeting at 50 undergraduate students in health care.
- Use-case #3 is designed for a course with 28 hours lecture and 72 hours self- directed learning, targeting at 20 to 30 undergraduate students in health care.
- Use-case #2 is designed for a course with 52 hours face-to-face and 128 minutes self-directed learning, targeting at about 120 undergraduate students in health care.
Explore the 8 ECTS advanced module(s) developed by DIRENE (will be provided in 2023)!
Proceed to methods how to teach your content in the next chapter:
Go back to the previous chapter: