Teaching Dermatology Using a Cognitive Learning Theory Approach: An Educational Technique

Autor/inn/en	Manspeaker, Sarah A.; Wix, Alison N.
Titel	Teaching Dermatology Using a Cognitive Learning Theory Approach: An Educational Technique
Quelle	In: Athletic Training Education Journal, 16 (2021) 4, S.300-306 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/1947-380X-20-82
Schlagwörter	Athletic Coaches; Athletics; Trainers; Medicine; Symptoms (Individual Disorders); Teaching Methods; Skill Development; Clinical Diagnosis; Units of Study; Medical Evaluation; Identification; Referral; Patients; Communicable Diseases; Prevention; Decision Making; Student Educational Objectives + Suchen Sie Ihr Suchwort? Leichtathletik; Ausbildungslehrer; Trainer; Medizin; Psychiatrische Symptomatik; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Lerneinheit; Identifikation; Identifizierung; Patient; Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Prävention; Vorbeugung; Decision-making; Entscheidungsfindung
Abstract	Context: Athletic trainers must develop the knowledge and skills to recognize signs and symptoms of dermatologic conditions in the physically active population. Objective: To present an overview of an educational technique aimed at promoting the development of skills related to dermatological care that meets clinical practice needs and accreditation requirements for athletic training programs at all levels. Background: Curricular content standards in athletic training education require learners to obtain the skills necessary to perform an evaluation, formulate a diagnosis, and establish a plan of care relevant to the integumentary system, including dermatological conditions. Cognitive Learning Theory uses specific sequencing of content and learning sessions to promote student engagement in the learning process. Description: Within an evaluation course for nonorthopaedic conditions, a 3-class session learning module was developed to target instruction, application, and assessment of dermatological conditions. This article describes the development, overview of content, delivery methods, outcomes to date, and connection to the instructional standards in athletic training. Clinical Advantage(s): Integrating evaluation of dermatological conditions into athletic training curricula enhances clinical decision-making skills and direct application of these skills to clinical practice. Conclusion(s): Athletic trainers should be able to effectively identify, manage, and potentially refer patients with dermatological conditions. Educating future athletic trainers to be able to prevent the spread of infection, decrease disease transmission, and enhance their ability to recognize and manage dermatological conditions is vital to their development toward independent clinical practice. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: https://meridian.allenpress.com/atej
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01