Last week I suggested that 21st century education should not only be about healthcare, but should also be healthy for the student (last week’s post here).
This series was provocative and validating: in my small sphere of direct influence (1 "professional issues" course in 1 PT training program) I have been finding ways to allow the students to self-direct their learning. I believe that my successes have occurred primarily because they are sufficiently low-key as to go unnoticed by our program's leadership.
Admittedly, the program leadership's values and priorities are shaped by higher level forces, namely the national physiotherapist training guidelines and accreditation standards. Whereas this series provides an exciting vision of "A Healthy Curriculum in Action" - the colour seeps out of the image when I think of those higher level disciplining structures.
Taking my disappointment as a potential starting point for additional imagination, could we imagine "Healthy National Training Guidelines" or "Healthy Program Accreditation Standards"?
This series was provocative and validating: in my small sphere of direct influence (1 "professional issues" course in 1 PT training program) I have been finding ways to allow the students to self-direct their learning. I believe that my successes have occurred primarily because they are sufficiently low-key as to go unnoticed by our program's leadership.
Admittedly, the program leadership's values and priorities are shaped by higher level forces, namely the national physiotherapist training guidelines and accreditation standards. Whereas this series provides an exciting vision of "A Healthy Curriculum in Action" - the colour seeps out of the image when I think of those higher level disciplining structures.
Taking my disappointment as a potential starting point for additional imagination, could we imagine "Healthy National Training Guidelines" or "Healthy Program Accreditation Standards"?