Many beginning students think that they need to memorize lists of treatments for any possibility, when it is much more effective to analyze the problem and design a treatment based on the analysis. But to do this, they need to understand the underlying anatomy and mechanics of the joint.
For instance, they learn the muscular anatomy of the shoulder and rotator cuff, and need to learn how to examine the shoulder, figure out the pathology, and then figure out how to treat that pathology, and then perform that treatment (hopefully effectively).
The purpose of my blog is to give them a space to go to that begins to correlate the basic science with clinical examples. I will encourage the more senior students (who are actually involved with patient care) to expound on their experiences- what they learned, mistakes they made, interesting cases, etc.
I am hopeful that this will get the students involved in the clinical side while they are still learning the nuts and bolts. Interesting cases may also make learning the boring anatomy easier.
2 comments:
Mark, I like the discussion for comment for your field of study as I would imagine that you have a lot of technical terms presented in the class. This gives the students an opportunity to ask questions about the terms and seek further meaning. What are your projections about staying up to date with the discussion (especally in terms of controlling it)?
I think that there will be some self-limiting factors involved- the science classes move pretty fast, and the students will be studying a completely different body part within 1-2 weeks. So there will be a flurry (I hope) during the 'shoulder week', and then we move on to the elbow (or whatever) and that section will pick up and the shoulder will wane.
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