Looking Through the WINDOW©: a Metacognitive Instrument to Teach Physical Exam to Pre-clinical PA Students
The initial transition from pre-clinical learning to clinical immersion is a significant and unique phase in a PA student’s education when students transition from spending more time learning in the classroom to experiential learning in the clinical setting. One essential component of that transition is the teaching of physical examination skills. The author introduces an instrument based on metacognitive theories of learning called WINDOW©. The instrument is evaluated using two consecutive PA student surveys employing a Mixed Methods approach.
Student response gauged at two phases was positive: 79.31% agreed the WINDOW© instrument was relevant to clinical problem solving; 72.42% thought it was useful to their learning physical exam skills; and 72.41% thought it was a helpful adjunct to the rote format of the physical exam Green Sheet (n=59).
Utilization of metacognitive techniques may be especially useful in the transition of learning physical exam to applying it in clinical phase of education.
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