LIVING Life systems Venture (LAP).


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LIVING Life structures Venture (LAP). Stephanie Pieczenik, MSSM II Carrie Sager, MSSM II Jeffrey T. Laitman, PhD. OUR Main goal. To utilize development, e.g. yoga and pilates works out, as an instructing apparatus to upgrade understudies' comprehension of the material taught in the principal year Gross Life structures course
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LIVING ANATOMY PROJECT (LAP) Stephanie Pieczenik, MSSM II Carrie Sager, MSSM II Jeffrey T. Laitman, PhD

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OUR MISSION To utilize development, e.g. yoga and pilates works out, as an instructing apparatus to upgrade students’ comprehension of the material taught in the first-year Gross Anatomy course To increment students’ physical awareness—including biomechanics, proprioception, and stance —of themselves as well as other people, and; To implant a part of physical movement, unwinding, and great wellbeing into the therapeutic school environment.

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PILATES AND YOGA: DEFINED Pilates A body-molding order planned 80 years back by Joseph H. Pilates Encompasses several mat-and hardware construct activities Focuses in light of enhancing center quality and general adaptability Yoga An old Hindu control intended to bind together the body and brain Physical components challenge quality, adaptability, and parity Spiritual segments incorporate reflection and unwinding activities

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In The Beginning … Fall 2004: A blessing to our kindred cohorts Spring 2005: Evaluation and extension Fall 2005: Integration with the life structures educational programs

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LAP Class Overview 2-3 classes offered per life structures module 1 hour for every class, 1.5 hour for each exam survey class Student sign-ups posted before every class; more or less 10-20 understudies went to every class Same class design for every class

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Class Format Savasana (a yoga posture, otherwise called “corpse pose”)

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SAVASANA

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Class Format (cont’d) Savasana (a yoga posture, otherwise called “corpse pose”) Core Warm-Up

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CORE WARM-UP

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Class Format (cont’d) Savasana (a yoga posture, otherwise called “corpse pose”) Core Warm-Up Palpation of hard points of interest

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PALPATION

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Class Format (cont’d) Savasana (a yoga posture, otherwise called “corpse pose”) Core Warm-Up Palpation of hard milestones Yoga and pilates practices that exhibit significant musculoskeletal life systems

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DOWNWARD DOG

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ARM ABDUCTION

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OUR DEAN OF MEDICAL EDUCATION

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Class Format (cont’d) Savasana (a yoga posture, otherwise called “corpse pose”) Core Warm-Up Palpation of hard historic points Yoga and pilates practices that show important musculoskeletal life structures Interactive wrap-up sessions and audit sheets

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INTERACTIVE WRAP-UP What muscle would it be a good idea for you to use to balance out appropriately your scapula amid chataranga (a push-up)? T or F: Loss of capacity of the long thoracic nerve results in failure to adduct the arm.

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Class Format (cont’d) Savasana (a yoga posture, otherwise called “corpse pose”) Core Warm-Up Palpation of hard points of interest Yoga and pilates practices that exhibit significant musculoskeletal life systems Interactive wrap-up sessions and audit sheets Savasana

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SAVASANA

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2004 Evaluations GOALS: To survey how the LAP affected medicinal students’: Knowledge of life structures Exam-related anxiety levels Sense of physical attention To inspire general criticism about the LAP class METHOD: 1. Email study: Total LAP members = 57 (understudies just) Total overview respondents = 17 participants, 9 non-participants 2. Center Group Participants = 5 participants

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2004 Survey Results Did the LAP class assist you with get ready for the Gross Anatomy last test of the year? Yes = 1 Maybe = 3 No = 5

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2004 Survey Results Did the class diminish the exam\'s strain period? Yes = 1 Maybe = 3 No = 5

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2004 Survey Results Did you increase physical mindfulness from the LAP class? Yes = 1 Maybe = 3 No = 5

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2004 Survey Results Was the class worth your time? Yes = 1 Maybe = 3 No = 5

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2004 Focus Group Results “I thought it was an inventive thought to educate pertinent life structures, diminish pre-exam strain, and increase a comprehension of our body.” “The class was extremely unwinding, and I delighted in it exceptionally much.â  It\'s rare to the point that the greater part of us have a chance to quite recently do some profound breathing!â  After the class, I felt re-focused and re-focused.”

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2005 Evaluations GOALS (same as 2004): To survey how the LAP affected therapeutic students’: Knowledge of life structures Exam-related anxiety levels Sense of physical attention To inspire general input about the LAP class ADDITIONS Demographics More particular inquiries evaluating adequacy of the LAP class in coming to the objectives recorded above

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Challenges We Face Logistics: planning clashes and space accessibility Quantifying the LAP\'s viability Acquiring financing for insightful leave and the buy of showing devices

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Future of the LAP Integration of the LAP with the educational modules Further mix with the life systems educational programs Intersession specific offered amid week-long break from third-year of restorative school ASM II: clinical abilities course (musculoskeletal exam)

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Future of the LAP (cont’d) Continuation of LAP classes DVD & manuals Web-based projects Instructor preparing

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Future of the LAP (cont’d) Presentation and Feedback Conferences: 2005 MSSM Educational Research Day* 2005 AAMC yearly meeting in Washington, DC 2006 Northeast Group on Educational Affairs yearly withdraw in Philadelphia, PA** Workshops Further research and distributed of results * Blue Ribbon Winner for Innovation ** Innovation in Pre-Clinical Medical Student Education Award; Best Poster Award

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Acknowledgments Mount Sinai School of Medicine in NY, NY Center for Anatomy and Functional Morphology Dr. Jeffrey T. Laitman, PhD Pilates on Fifth studio in NY, NY

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Really, everybody can do it!

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Questions?

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2005 Sample Questions IMPACT ON PHYSICAL AWARENESS Did the LAP upgrade your physical mindfulness, characterized as: acknowledgment of the physical state of your body, including stance and any musculoskeletal sensations (eg. kyphosis, tight hips, uneven weight appropriation on feet, restricted scope of joint movement)? Did the class enhance your capacity to find/palpate anatomical structures all alone body? Do you trust that physical consciousness of your body will help you as a clinician?

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2005 Sample Questions IMPACT ON KNOWLEDGE Did the class(es) expand your accurate information of the material (eg, root estimation of long thoracic nerve)? Did the class(es) build your calculated information of the material (eg, understanding why the right outside angled pivots the middle to one side)? Did the spread of anatomical data in a non-customary environment enhance your capacity to learn?

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2005 Sample Questions IMPACT ON RELAXATION AND WELL-BEING Do you feel that you require an unwinding break over the span of a run of the mill medicinal school day? In the event that yes, do you feel that the LAP filled this need? Do you imagine that unwinding and pros

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