Document Type (Journals)
Theory
Abstract
Innovative teaching approaches are changing traditional approaches by using a variety of teaching and learning methods to allow learners to succeed. This paper describes a new instructional model for healthcare education based on the science of learning, educational theories, and best practices in lesson design. The Visualize Whole-Self (VW) Model was designed to provide a learning structure for faculty as they guide the instruction of students in health professions. From the beginning of the program, students visualize themselves as professionals while working with faculty to learn content. The Visualize Whole-Self Model requires students to continually assess their strengths and weaknesses to achieve the course expectations and objectives. The VW Model allows faculty to plan lessons for students using the four quadrants of Prepare Some, Practice Some, See Some, and Prove Some. The quadrants within the model are flexible to ensure lesson designs are focused on the specific objectives or skills to be mastered. This structured approach to learning places the demonstration of mastery on the students and the development of background understanding, practice activities, and ongoing coaching on the faculty. Initially designed for occupational therapy (OT) education, the VW Model can be used by faculty in any healthcare profession that focuses on both cognitive and psychomotor knowledge and skill development. Anecdotal evidence suggests that the model is effective and further qualitative and quantitative studies are needed.
Biography
Mark White, Ph.D. is Director of Instructional Design and Technology at College of St. Mary in Omaha, NE. His primary areas of instruction include technology integration in classroom instruction at undergraduate, graduate, and post-graduate levels. His research interests include faculty development, technology, and course design for face-to-face, online, and hybrid formats.
Mary Smith, Ed.D, OTR/L is an Associate Professor and Capstone Coordinator at College of Saint Mary in Omaha, NE. Her primary areas of instruction include neuroscience, neurorehabilitation, and scholarship and research. Her research interests focus primarily on the Scholarship of Teaching and Learning.
Adebimpe Obembe, DPT, Ph.D. is an Associate Professor, in the Department of Occupational Therapy at the College of Saint Mary. Her primary interests include health services research, neurorehabilitation, and Scholarship of Teaching and Learning.
Kristin Haas, OTD, OTR/L is a professor and founding program director at Quincy University in Quincy, IL. Dr. Haas’ primary area of instruction includes capstone, research, theory, and professional development. Her research interests focus on professional identity, curriculum design, and Scholarship of Teaching and Learning.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
White, M., Smith, M., Obembe, A., & Haas, K. (2024). Visualize Whole-Self Model - An Instructional Design for Occupational Therapy Education. Journal of Occupational Therapy Education, 8 (4). Retrieved from https://encompass.eku.edu/jote/vol8/iss4/15
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Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education and Teaching Commons, Occupational Therapy Commons, Scholarship of Teaching and Learning Commons