The goal of any teaching program is to prepare students for the ability to effectively interact with the ever changing expectations of their profession (Murphy et al. 2010). This is true in the field of respiratory therapy which has undergone major changes over the last five decades due to rapid advancements in technology, information available to consumers, and the aging of the population (Ceconi, Op’t Holt, Zip, Olson, & Beckett, 2008). Respiratory therapists have become increasingly responsible for the assessment of their patients condition, making judgments about the appropriate course of treatment, and evaluating the effectiveness of treatment through patient outcomes, modifying the treatment plan where necessary (Hill, 2002). This requires that these therapists have a higher level of critical thinking, assessment, and problem solving skills (Hill, 2002).
Traditionally training programs for respiratory therapists took place in hospital settings where the educators were physicians and practitioners (Hill, 2002). These programs typically lasted under a year. Over time...
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...blem-based and case-based learning in respiratory care education. Respiratory Care Clinics Of North America, 11(3), 489-504.
Rogal, S. M., & Snider, P.D. (2008). Rethinking the lecture: The application of problem based learning methods to atypical contexts. Nurse Education in Practice, 8, 213-219.
Smalling, T. (2007, July). The best of times and the worst of times: The lost art of teaching physiology in the pulmonary function laboratory. RT: For Decision Makers in Respiratory Care. Retrieved June 10, 2010 from: http://www.rtmagazine.com/issues/2007-07.asp
White, M., Michaud, G., Pachev, G., Lirenman, D., Kolenc, A., FitzGerlad, J. M. (2004). Randomized trial of problem-based versus didactic seminars for disseminating evidence-based guidelines on asthma management to primary care physicians. The Journal of Continuing Education in the Health Professions, 24, 237-243.
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