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Developing Capability: Transforming Massage Therapy Education through Inquiry-based Learning.

Amanda Baskwill1

  • 1School of Health Sciences, Humber College, Toronto, ON, Canada.

International Journal of Therapeutic Massage & Bodywork
|August 16, 2018
PubMed
Summary
This summary is machine-generated.

Massage therapy education is transforming to better prepare graduates for professional practice. Humber College

Keywords:
active learningcurriculumhealth-profession educationinnovationpost-secondary education

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Area of Science:

  • Health Professions Education
  • Massage Therapy Practice
  • Curriculum Development

Background:

  • Massage therapists are regulated healthcare professionals in Canada.
  • They require critical thinking skills for complex patient care.
  • Educational programs must prepare graduates for professional practice and licensing exams.

Purpose of the Study:

  • To describe the transformation of teaching and learning strategies in a Massage Therapy Program.
  • To incorporate principles of inquiry-based learning (IBL) into the curriculum.

Main Methods:

  • Faculty team at Humber College's Massage Therapy Program undertook a curriculum transformation process.
  • Principles of inquiry-based learning (IBL) were incorporated into existing strategies.

Main Results:

  • The study outlines the process of integrating IBL into massage therapy education.
  • This transformation aims to enhance critical thinking and clinical reasoning skills.

Conclusions:

  • Inquiry-based learning (IBL) can be effectively integrated into massage therapy education.
  • This approach prepares graduates for the complexities of professional practice and patient care.