We are most fortunate to be housed in an institution that embraces risk
taking and innovation in education. Part of the joy of working at
McMaster University is the sense that you will be supported in your
efforts to develop new ways of facilitating learning even if these are
not always successful. We are privileged to work with a group of
exceptional colleagues who embrace - novation and strive for ongoing
excellence in education. Their commitment and - thusiasm emerges through
the reading of the chapters. Patricia Solomon Sue Baptiste Hamilton,
Ontario December,2004 Contents VII Contents Chapter 1 Skills for the
Rehabilitation Professional of the Future Patricia Solomon, Sue Baptiste
New Skills for the Changing Practice Context . . . . . . . . . . . . . .
. 2 Self-directed and Lifelong Learning Skills . . . . . . . . . . . . .
. . . 3 Evidence-based Practice Skills . . . . . . . . . . . . . . . . .
. . . . . 4 Consultation Skills . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 5 Communication Skills . . . . . . . . . . . . . . . . .
. . . . . . . . . 5 Professionalism and Ethical Decision Making . . . .
. . . . . . . . . . . 6 Barriers to Implementing Innovative Curricula .
. . . . . . . . . . . . . 7 Conclusion . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 8 References . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 9 Chapter 2 Curriculum
Development and Design Sue Baptiste, Patricia Solomon The Pedagogical
Framework: Problem-based Learning . . . . . . . . . . 12 Approaching the
Task of Curriculum Renewal . . . . . . . . . . . . . . . 13 Where to
Begin? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Designing Our New Programs . . . . . . . . . . . . . . . . . . . . . . .
16 Redevelopment Within a Problem-based Learning Culture . . . . . . . .
18 Integration of Experiential Practice Preparation Within a
Problem-based Learning Framework . . . . . . . . . . . . . . . 18
Evaluation Within a Graduate Problem-based Learning Framework . . . . 19
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . 20 References . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 22 VIII Contents Chapter 3 Strategies for Integrating
Basic Sciences in Curriculum Hallie Groves Basic Sciences in an
Integrated Curriculum: What to Learn? . . . . . . . 24 Strategies for
Integrating Basic Sciences into Innovative Curricula . . . . 25
Selecting Learning Resources . . . . . . . . . . . . . . . . . . . . . .
. .
