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Author: Michael Rowe

#19: Environmental physiotherapy education (Unconference 2020)

In this guided reflection, Filip Maric invites you to consider how environmental degradation, climate change, biodiversity loss, and the pollution of land, water and air are now widely recognised as the largest threats to human health and flourishing around the world. As health professions and students are now increasingly mobilising around topics pertaining to planetary health and environmental sustainability, there are growing efforts to embed these topics in healthcare professional education with a view to changing practice. This episode forms part of the In Beta Unconference 2020 guided reflection series.

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#18: Covid-19 – Where to from here? (Unconference 2020)

In this guided reflection, Ben and Michael use the Crisis-Response framework to guide a conversation around how we’ve not only responded to the Covid-19 pandemic but how we might think about moving forward beyond it. They reflect on the need to ask which of the changes that have been introduced into physiotherapy education as a result of emergency remote teaching are useful and deserve consideration as permanent aspects of our training, and which were temporary solutions that can come to an end. This episode forms part of the In Beta Unconference 2020 guided reflection series.

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#15: Assessing practical skills remotely

This is the second episode in a short series of conversations around how physiotherapy educators might adapt to the sudden requirement to run the programme fully online as a result of the global Covid-19 pandemic. In this episode we discuss different experiences and ideas about how educators might consider assessing practical skills remotely.

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#8: Classroom-based assessment

In this episode, we had a relatively free-flowing conversation on the issues of classroom-based assessment. We wanted to get into the specifics of the essays, MCQ tests, reflections and other theory-type papers that students write as part of their curricular work. Of course, we recognise that there is no real distinction between “university” and “clinical” assessment in practice but we wanted to specifically discuss the kinds of assessment tasks that lecturers typically set for students in the classroom.

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