Process Model Learning

Process Model Learning

How best to learn and apply a process model or a framework

The Subject is:

OCC105 – Occupational Therapy Practice (Karen Hayes, Lecturer). Focus on developing student reasoning for applying models of practice in their field of work, problem-solving, and decision making.

The students will learn:

Application of the model - Canadian Practice Performance Framework (CPPF) for future therapeutic practice. This involves understanding and applying a series of decision and action points as outlined in the model. By understanding the model, the future therapists are able to plan interventions (decision making) and describe their clinical reasoning (problem-solving).

This is what it looks like (active learning):

Using the diagram of the CPPF model for reference (figure 2), students build the steps of the CPPF model on the floor using hula hoops and printed signs (Note. Hula hoops are not mandatory to run this activity but they add a visual and kinaesthetic aid to the learning).
    • Students stand in a circle around the model.
  • Students are asked to self-select a past experience, in this case, interactions with a health professional, and jump on each hoop step (the model) as they tell their story that matches the steps in the model as shown in figure 1. This allows the students to visually see steps that have been covered and steps that have been missed by their health professional (e.g. “my GP did not set goals with me, they just told me what to do”).
  • Peers can critique what the impact is and how they feel about the steps that are missed, (e.g. “I was not very motivated to do what he wanted because he didn’t ask me what I wanted). This allows students to understand how the client feels to develop the decision making and using the model to problem solve as a team.

Figure 1. Students learning about the model of the Canadian Practice Performance Framework

Figure 2. The Canadian Practice Performance Framework model

The effect of learning this way:

Multiple sensory inputs – moving through the hoops on the ground allows students to experience the model using their proprioceptive and touch sensations as well as sight and sound. Using multiple sensory inputs means that the information is stored in multiple parts of the brain which promotes recall.
Harnessing existing knowledge – asking students to reflect on similar experiences from their past encourages deep learning of the material and helps them to reconstruct their understanding of the world from a consumer of healthcare to a provider of health care. Further, identifying the impact of not following the model on their previous experience builds empathy for future clients and motivates deep learning of the material.
Repetition – requiring all the students in the tutorial to tell their own story while other students observe, means that the same information is provided in many different examples and the students learn the steps of the model with interesting ‘real life’ stories.
Understanding the Complexity of the Model – The students are able to experience the validity and complexity of the model. e.g. Some students who had experienced multiple referrals to health professionals before a solution was identified, found themselves going round and round in the process without finding an exit, this was a great discussion point regarding the frustration of feeling caught in a system.
Deep Learning - The following day, the students were able to build the model without reference to the textbook and reported that they did not have to study it at home because they already knew it. Even the most sceptical student who groaned when the hoops came out told me at the end, “I’m a convert, that was great – I know it now”.
Fun – the students had a good time and were laughing and active while they learned what promotes recall.
GLO – This type of learning helps students to succeed in life and work after study through Graduate Learning Outcomes standards such as:
  • Professional Practice by demonstrating knowledge, capabilities, practices, attitudes, ethics and dispositions of their discipline or profession.
  • Lifelong Learning by continually looking at their own experience to learn new experience and to improve through self-appraisal and peer appraisal.
  • Global Citizenship via critiquing their own work, as well as others and working together for the “common good” of using the industry model and practice the empathy skills towards others.

How can this be applied to other classes/student cohort?

This activity works well for learning and using models and/or framework. The key is finding a previous experience to link to which is similar to the future experience and providing opportunities to share with peers for deeper learning interaction and developing relationships with peers.
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