I have learned so much since I have started this program. I believe that I have improved greatly and will continue to improve as a scholarly writer in the doctoral program, and it aligns with the scholar-practitioner model required by Capella. The key for factor for me is to stay focused, motivated, and energetic. Thus, the scholar-practitioner model will help to become a competent writer as a doctoral student.
In your own words, what is the difference between a practitioner-scholar and a scholar-practitioner? The Practitioner-scholar model is a learning model used in higher education and is an advanced educational model that has its focus on the practical application of scholarly knowledge (McClintock, (2003). Scholar practitioners are committed to learning new ways to be effective. They do this by using scholarly research and practical application to help clients and colleagues solve problems within their field.
Therefore, practice and research needs to be clearly identified and be kept separated because they represent two different acts. When a patient gives healthcare professionals the permission to “practice”, it is solely for the purpose to improve their health outcomes. By accepting and allowing practice, it does not constitute an agreement be participate in a research. It would be crossing the boundaries to perform a research when the healthcare professionals were expected to improve patient’s well-being.
Creating value through collaboration has been a topic of concern over the last 50 years as the spending in health care has increased. The goal is to provide quality and affordability and because of past efforts, enrollment increased drastically while it created a shortage of providers. Integrating behavioral and medical health has not been properly addressed due to stigmas and lack of education. Behavior health is more common today and costly. In efforts to integrate and improve patient outcomes and provider experiences there are many ways to achieve this goal such as train medical providers, train behavioral practioniers and embed behavioral providers in primary care settings.
Applying Dialogue Education to Effect Radiology Resident Board Review Curriculum Introduction As a matter of convention, medical students and residents carry a heavy and stringent course load through traditional educational means. Ardent professors and attending physicians typically deposit their hard-earned knowledge upon these novices hoping the student will then draw from this collective bank of knowledge when needed. Paulo Freire referred to this as the “banking system of education” (as cited in Vella, 2008, p. 70). Education in this manner finds educators monopolizing the learning event while students passively struggle to absorb and retain the information.
Pedagogical Philosophy Statement Dr. Divya Desai As an occupational therapy practitioner, I have embraced the practice of regular reflection. Some examples include- reflection of my effectiveness in communicating with my clients, their caregivers and other stakeholders alike, reflection of my ability to use evidence-based interventions, and reflection of my ability to deliver superior experience to my clients. I bring the same philosophy to my role as an instructor. Working as an instructor in an OTA program, I routinely reflected how my students engaged in the class.
We offer cross-consultation and training as well as opportunities within our integrative model. We serve
First, we are clinicians to which these patients seek for our expertise to address their health problems. Secondly, we are diagnosticians whereby we seek the underlying causes of our patient’s health issues. Third, we are educators to which we help our patients cope and understand their health conditions. And lastly, we aspire to be the catalyst for a positive change in our patient’s concept of wellness and health. And truly, when we achieve our roles as catalysts for change for our patients we exude the transformative power of physical
According to McClintock’s scholar-practitioner model, it expresses an ideal of professional excellence grounded in theory and research, informed by experiential knowledge, and motivated by personal values, political commitments, and ethical conduct (McClintock, 2004). As for Capella's scholar-practitioner learning model, learners acquire additional research skills, apply appropriate theory and research strategies, and share knowledge through scholarly publications and presentations (Capella University, 2003). When one looks deeper within both models, they get to view the many similarities that each hold to one another. Both reflect on how theory and research influence professionals to strive and succeed within their work. The aspects that McClintock’s model supports Capella’s range from acquiring and processing information to extracting and evaluating questions.
This approach allowed for the inclusion of diverse perspectives and experiences, resulting in more effective and patient-centered research.
My first comprehensive exposure to the health care field was six years ago as a senior, during which time I participated in hospital-based schooling. This program allowed me to observe a multitude of different medical disciplines, with rotations in surgery, orthopedics, nutrition, dermatology, gastroenterology, neurology, administrative services, and many more. Three out of the five school days were dedicated solely to shadowing, and the other two were spent in the classroom learning various medical-centric studies. Once in college, I continued to shadow physicians whenever my class scheduled permitted. I participated in the 4-U Mentorship program, which paired me with a fourth-year medical student who was preparing to do his residency in general
Medicine is an ever evolving field that encompasses preventative, diagnostic, strategic and therapeutic interventions on a multi-disciplinary platform for the physical, mental and emotional well-being of the patient. This is a dynamic, robust and challenging career that really appeals to me as it affords me opportunity to interact with patients, work on varying cases and be an integral member of the team. I undertook my degree in Stratified Medicine as a gateway to Medicine, because the ethos of stratified medicine is that nothing can being analysed or treated in isolation, often disease is complex and multifaceted and thus a drive for a more tailored and personalised approach is an invaluable asset to medicine. The same can be said in terms of patients,
It has given me more confidence in delivering care and enlightened me to always support patients as individuals. I have grasped a competent understanding of the benefits of reflecting on practice and will endeavour to reflect on all my practice placements in the
Client delivery by transferring of know-how and expertise need client engagement which means not only the consultant gives a substantive advice to the client, but also the client needs to engage with the consultant in a supporting role, requiring an information exchange between the client and the consultant (Bennett and Smith, 2004). Therefore, the client delivery will be of value to both clients and
The Term reflection can have many meanings to many people. Reflection can carry meanings that range from the idea of professionals engaging in solitary introspection to that of engaging in deep meaningful conversations with others. But for this assignment I will focus on; what is refection in the clinical setting, why it is important for health care professionals to reflect and where the ideology of reflection came from. I will also provide a personal experience of reflection during my time in the clinical setting that helped me to come up with a solution to a challenging situation. WHAT IS REFLECTION?
