Presenter Names and Email Addresses:

Jennifer Furze, PT, DPT, FAPTA  [email protected]

Marisa Birkmeier, PT, DPT, DHSc  [email protected]

James Moore, PT, PhD  [email protected]

 Module Description:

This module is designed to enhance pediatric residents’ knowledge, application, and implementation of best practices in teaching and learning. Many physical therapists may not have received formal instruction in foundational teaching concepts during their entry-level education. Therefore, gaining additional knowledge and practical experience is essential for effectively educating learners.

 The asynchronous portion of this module introduces residents to a foundational framework for teaching and learning. Topics include the three learning domains (cognitive, affective, and psychomotor), learning theories, the development of objectives, the design of learning experiences, and methods of assessment. Residents will also explore how individual courses contribute to the broader curriculum and gain an understanding of the overall structure of teaching and learning within an educational program.

 Additionally, the module will compare various teaching formats—classroom, laboratory, and clinical—and identify the most effective learning experiences for each. Prior to the synchronous session, residents are expected to complete a lesson plan for a designated teaching session. During the synchronous session, they will present components of their lesson plan, receive feedback, and refine their approach for implementation in a real teaching context.

Teaching and learning resources will be made available online before the synchronous session. Finally, residents will develop a Knowledge Translation plan to support the integration of their learning into clinical practice. Ongoing engagement with program mentors is encouraged throughout the module to deepen understanding and support the application of knowledge in real-world settings.

Learning Objectives: 

Upon completion of this module, participants will:

• Define the three major learning domains (cognitive, affective and psychomotor) and develop appropriate learning objectives in each domain.
• Describe the major categories of learning theories embedded within the learning sciences including: 1) behaviorism, 2) cognitive learning theory, 3) experiential/problem solving, 4) social-cultural and provide an application of each.
• Identify the connection between objectives, design of learning experiences, and student evaluation and how this is linked to the overall curriculum.
• Identify teaching/learning strategies for teaching clinical laboratory skills.
• Compare and contrast traditional classroom teaching with laboratory teaching.
• Develop a lesson plan that includes learning objectives across learning domains, pediatric competencies, learning theories, teaching strategies, and student assessment.

Estimated Educational Hours:

• Asynchronous narrated lecture: 1 hour
• Resident required readings and assignment: 3 hours
• Virtual meeting: 2 hours
• Knowledge translation worksheet: 1 hour

Presenter Bios: 

Dr. Furze is a Professor in the Department of Physical Therapy at Creighton University in Omaha, NE. She is a board-certified clinical specialist in pediatric physical therapy and the director of the Creighton University Pediatric Physical Therapy Residency program. Nationally, she served as the past Director of Academic and Clinical Education of APTA Pediatrics and member of the ABPTS Pediatric Specialty Council. She has taught pediatrics in a systems-based lifespan approach model of the curriculum for 20 years. Her published educational research centers around clinical reasoning in professional and residency education, effective teaching methods, and pediatric physical therapy education. Dr. Furze received her entry-level Doctor of Physical Therapy degree from Creighton University in 1998 and her bachelor’s degree from the University of Scranton in 1995.

Dr. Birkmeier is a board certified pediatric clinical specialist, associate professor, and program director of The George Washington University Physical Therapy Program. She currently practices at Children’s National Health System in Washington, DC. She has over 25 years of clinical experience and has primarily been in an academic role for the past 17 years. Her research centers on educational research with a focus on assessment, clinical education, and pediatric physical therapy education. She is an active member in multiple APTA academies and ACAPT. Dr. Birkmeier has presented nationally and internationally on physical therapy education research and clinical education.

Dr. Moore is an Associate Professor and Vice Chair for Residency & Fellowship Programs at the University of Miami, Department of Physical Therapy. He is Program Director for the University of Miami - Nicklaus Children's Hospital Pediatric Residency Program. He serves as the Vice-Chair for APTA Pediatrics ACE SIG and a member of the Standards Committee for ABPTRFE. He has published and presented nationally and internationally on professional and post professional residency education, effective teaching methods, and pediatric physical therapy education. In addition, his research interests include examining the efficacy of interventions to improve motor control, walking, balance, and cardiovascular fitness in individuals with neuromuscular disorders. He received initial board certification in 1995, and was recertified in 2005, 2015, and 2025.

Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only. 
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.  

Asynchronous Content:

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.  
• A handout is included with the slides from the presentation video.  

Resident Assignment:

The Resident Assignment described below can also be found in the document titled Teaching Learning_Resident Assignment Part 1 (START HERE).

All participants should complete the teaching worksheet and shark tank pitch ppt described here before the virtual meeting.

• Read the assigned reading materials
  • Reading 1 (provided as a pdf) Jensen GM, Mostrom EM (eds).  Handbook of Teaching and Learning for Physical Therapists, 3rd ed. Elsevier; 2013
    • Chapter 2: From Curricular Goals to Instruction: Preparing to Teach (Jensen, Mostrom, Shepard)
  • Reading 2 Bloom’s Taxonomy Verb Chart (University of Arkansas Teaching TIPS)
  • Reading 3 (provided as a pdf) Schreiber J, Rapport MJ, Anderson D, Lundeen H, Moore J, Furze J. Revision of the Essential Core Competencies: Domains of Competence and Associated Competencies for Pediatric Physical Therapy Professional Education. Pediatr Phys Ther. 2024 Oct 1;36(4):537-543.
• 2.Watch the asynchronous presentation and videos
  • Best Practices in Teaching and Learning Narrated Lecture Presentation by Drs. Furze, Moore, and Birkmeier (60:02)
  • The ABCD Method of Writing Learning Objectives (4:46)
  • About Backward Design (5:16)
• 3.Complete the Teaching Worksheet
  • After reviewing the asynchronous videos, review the example teaching worksheet document titled Teaching Learning_Resident Assignment 2 (Example Teaching Worksheet)
  • Complete the blank teaching worksheet document titled Teaching Learning_Resident Assignment Part 3 (Blank Teaching Worksheet)
    • You can base your teaching lesson plan/worksheet on what is relevant to you. Some suggestions are:
      • A pediatric lab session for DPT students focused on interventions for children with neurologic conditions
      • An inservice for an early childhood learning center that shares information about the CDC’s Developmental Milestones: Learn the Signs, Act Early initiative and resources
      • A lecture for PTA students on the congenital muscular torticollis CPG
      • An online webinar for colleagues within your health system on developmental care in the NICU and applications beyond the NICU
• 4.Complete a 5-minute “shark tank” pitch of your teaching session
  • Use the shark tank pitch template titled Teaching Learning_Resident Assignment 4 (Shark Tank Pitch Template)
    • The Powerpoint template has instructions on each slide in the notes section to help you prepare for your teaching “shark tank” pitch
  • Be ready to present to peers and faculty during the virtual synchronous session
• Additional Resources: If you haven’t had formal education in teaching, you may find it helpful to take additional time to familiarize yourself with this material:
  • Additional Resource 1: How to Write Learning Objectives with Bloom’s Taxonomy video (17:42) or ABCD of Writing Learning Objectives (16:22)
  • Additional Resource 2: The Nuts and Bolts of Learning Objectives (13:21)
  • Additional Resource 3: Jensen GM, Mostrom EM (eds).  Handbook of Teaching and Learning for Physical Therapists, 3rd ed. Elsevier; 2013
    • Chapter 9: Techniques for Teaching Students in Clinical Settings (Paschal)
  • Additional Resource 4: Plack MM, Driscoll M (eds). Teaching and Learning in Physical Therapy: From Classroom to Clinic, 2nd ed. SLACK; 2017.
    • Chapter 5: Systematic Effective Instruction 1: Keys to Designing Effective Presentations (Plack, Driscoll)
    • Chapter 6: Systematic Effective Instruction 2: Going Beyond the Basics to Facilitate Higher-Order and Critical Thinking (Ruckert, Plack)
  • Additional Resource 5: Moore JG, Birkmeier MC, Lundeen H, Dannemiller L, Anderson DK, Furze JA. National Study of Excellence in Pediatric Physical Therapy Education: Design, Methods, and Results. Phys Ther. 2021;101(10):pzab169. 
  • Additional Resource 6: Birkmeier M, Lundeen H, Furze JA, Moore JG, Dannemiller L, Anderson D. Excellence in pediatric physical therapy education: recommendations and action items. Pediatr Phys Ther. 2023;35(2):260-267.

Virtual Meeting:

• The platform is Zoom, so be sure to leave yourself some additional set up time if you need to download the free software.
• Please plan to have your video on during the entire session to facilitate interaction and discussion.
• The course presenter(s) will start with a brief overview of the asynchronous content, discuss a few important points, and answer any questions that residents have.
• The course presenter(s) will also facilitate discussion about the resident assignment using individual breakout rooms and/or discussion in the main room. Come prepared to be an active participant in discussions.
• The synchronous session will be recorded and posted for participants to view if they are unable to attend the live synchronous session. Please keep in mind that we are unable to record individual breakout room discussions. Only main room discussions will be recorded. Therefore, residents/faculty who do not attend the live synchronous session will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. We strongly encourage participants to attend the synchronous sessions in real-time to take full advantage of the learning opportunities offered there.

Knowledge Translation Reflection:

• After the synchronous session, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s).

Please email the presenters if you have any questions about the content or assignments.

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].