The second year class was divided into Gryffindor, Ravenclaw, and Slytherin, while the first-years consisted of the Steelers, Pirates and Penguins! They had close contact with one primary lab partner, and, when groups needed to be larger, only students within their assigned bubble. We are grateful for the University’s support to make this temporary move of a large amount of equipment possible.įinally, faculty were careful to assign students to geographic “bubbles” to limit their in-class interaction. When we were permitted by the Department of Health and the University to resume in-person labs, we were able to do so in a larger, well-ventilated space. The second was to move our laboratory space to the large study space on the second floor at Eastside. This required students to learn classroom and lab skills in series, rather than in parallel- a challenge for teachers as well as learners. The first was to continue lecture and small-group learning via Zoom, while postponing the laboratory sessions. We took three steps to allow this to happen. While we utilized this strategy to some degree, our faculty was committed to providing in-person practice and faculty feedback. Some PT programs had students demonstrate their skill via video by practicing with roommates, family members, even stuffed animals. So we were faced with how- and when- to help our students safely achieve competence in these skills before they proceeded to working with actual patients. It is impossible to practice these skills and physical distance at the same time. Sue Perry: As you can imagine, much of physical therapy education consists of professional interaction during “hands-on” learning, such as how to test a painful shoulder, or, how to assist someone with a brain injury to stand up and walk.
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