A Relational Content Analysis of Current and Future Pedagogical Instruction of Motor Control Approaches

Background: This poster reflects a student perspective regarding our academic preparation and evidence-based review in the area of motor control approaches. We were introduced to motor control theories and approaches in... [ view full abstract ]

Background:
This poster reflects a student perspective regarding our academic preparation and evidence-based review in the area of motor control approaches. We were introduced to motor control theories and approaches in Physical Rehabilitation class. We were simultaneously enrolled in Evidence-Based Research (EBR). Our class project in EBR explored the literature on motor control approaches through a historical lens. This led to a relational content analysis of our curriculum. The content analysis included the examination of related course materials and syllabi. Combined with a reflective analysis of our clinical fieldwork experiences, we examined the relationship of our academic preparation to current practice on the timeline of motor control evolution, consequently placing our curriculum on this timeline.

Educational Philosophy:
The educational philosophy for this process was John Dewey’s Pragmatic Philosophy, which states that students learn best by actively engaging in the learning process.

Pedagogy:
We operationalized Dewey’s philosophy by completing individual library research, interacting with articles following the evidence-based approach, meeting with our mentor, and sharing our thoughts and perceptions with colleagues in class.

Evaluation:
This project was evaluated to be successful and meaningful by a passing grade and presentation at a state conference.

Application to Education:
To achieve the optimal pedagogy, curricula should combine historical analysis, content analysis, and a subjective student perspective. In summary, this poster will share with educators how a historical perspective can be integrated with curricular content analysis and the student perspective to insure that health professions’ education is current and forward reaching.