In a message dated 9/30/98 3:42:36 PM Eastern Daylight Time, [log in to unmask]
writes:
<< There seems to be a very disquieting increase in the number of students
requesting help with preparing projects at undergraduate and postgraduate
level without displaying any evidence at all that they have first tried
sincerely to obtain information from libraries, supervisors, clinicians,
books
and other standard sources of information. They just have to get a topic
over
as soon as possible with the least amount of effort because some misguided
professor has set them the task. >> (EXERPT)
Dear Physio:
As an adjunct professor in a PT program and clinical instructor, many students
have given me their uninhibited opinions about their PT education. Many say
they are inundated with "projects" that include oral presentations, group
reports, and attempts at research without adequate facilities. One student
told me that she had SIX projects looming over her head. That's in addition
to course readings, tests, etc.
Since most programs in the US are only 2 years, with a good portion involving
clinical rotations, little classroom time is available to teach entry level
students the basics of clinical science. Special projects may enlighten the
student on the specific topic at hand, but so much falls through the cracks.
I am amazed at times with the little knowledge some senior students have about
basic functional anatomy and evaluative skills.
We must question the value of this deluge of student projects, especially
research projects. There is not enough time to design and conduct a research
project while studying to be a clinician. Most medical schools do not have
this requirement. Why? Because an MD is a clinical degree. So is an MPT. I
am not proposing that research is not important. Perhaps we should focus on
reading and interpreting research, and leave more time for clinical teaching.
It's not surprising to see a few "student requests."
Nick
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