Module 6: TTUHSC Information
Below are the Mission and Philosophy statements of TTUHSC. Reading these can give you as a FWE some sense of how TTUHSC views the education of its students. We would encourage you to consider these statements when working with our students. Doing so will help ensure that our students are receiving a more seamless educational experience.
In addition to the Mission and Philosophy, you may want to consider how our curriculum develops over time within the context of Bloom’s taxonomy terms (see Module 3). In general, the TTUHSC curriculum moves from knowledge/comprehension to synthesis/evaluation. Of course as students begin fieldwork, they may need to go back to any Bloom’s level (even lower ones) as the learning situations presented on FW’s are generally novel situations. Being aware that students can be functionally anywhere within the Bloom’s taxonomy can help you to match a student with their current abilities.
Below is a useful acronym to help you remember key components of the TTUHSC curriculum and goals of the program as represented by our mission and philosophy.
G Grounded in Bloom's Taxonomy
O Occupation based approaches
T Teamwork in scholarship and practice
E Education of future professionals
C Clinical Reasoning and Case Mapping
H Hands on Learning
Below are four documents that TTUHSC students will be familiar with: The Concept Map (and how to use it). TTUHSC requires a concept map for FW I’s. It may also be used by you or the student as a way to work through client situations during FW II’s. As discussed in other modules, this is simply a way to put thinking down on paper. This is no magic bullet, but TTUHSC students are familiar with this tool as a way to “think through” the cases and clients presented to them. As a FWE, it can be very helpful in identifying where a student has made a judgment error or where there is real misunderstanding in a client’s care.