In this episode of the Digication Scholars Conversations, we dive into the impactful world of high-impact practices and experiential learning. 🎓✨
Host Kelly Driscoll chats with Kyle Hewson, Vice Chair and Clinical Associate Professor in the Doctorate in Physical Therapy program at Stony Brook University.
From clinical experiences to service learning, explore the transformative journey of becoming a skilled physical therapist.
#ExperientialLearning #HighImpactPractices #PhysicalTherapy #StonyBrookUniversity #EducationInnovation
🌐 Watch the full episodes on YouTube: https://youtu.be/spimQVcBPEM
For more information about this podcast, please visit our podcast website using the link below: https://bit.ly/3MfBqbo
Listen on Apple Podcasts using the link below: https://apple.co/3OkFVEn
Follow us on Social Media!
Twitter: https://bit.ly/3M9J7Qt
Facebook: https://bit.ly/3OgnIYw
Instagram: https://bit.ly/3Mjm4D8
Please visit our website at https://bit.ly/3IgGVFP
#ExperientialLearning #HighImpactPractices #PhysicalTherapy #StonyBrookUniversity #EducationInnovation
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:01):
Welcome to DigicationScholars Conversations.
I'm your host, Kelly Driscoll.
In this episode, you'll hear part one ofmy conversation with Kyle Hewson, Vice
Chair and Clinical Associate Professorin the Doctorate in Physical Therapy
program at Stony Brook University.
More links and information about today'sconversation can be found on Digication's
(00:23):
Twitter, Facebook, and Instagram.
Full episodes of Digication ScholarsConversations can be found on
YouTube or your favorite podcast app.
Welcome to DigicationScholars Conversations.
I'm your host, Kelly Driscoll.
And today I'm so excited tointroduce our guest, Kyle Hewson.
(00:47):
Kyle is the Vice Chair and ClinicalAssociate Professor in the Doctorate in
Physical Therapy program at Stanford.
Stony Brook University.
Welcome, Kyle.
Thank you so much for
having me today.
Absolutely.
So I happen to, uh, So I'm going totrack Kyle down, uh, after seeing
(01:07):
some extraordinary student portfoliosDigication where the students,
I feel like, are just showcasingthis exemplary use of high impact
practices across their education there.
And uh, I discovered that many of them arecreating this beautiful showcase of both
(01:32):
their undergraduate work and what they'redoing at Stony Brook University within
the platform in really remarkable ways.
And, uh, I discovered, Kyle,that you created what looks like
possibly a beginning template thatthe students were using as kind
of a springboard to this process.
So I wanted to reach out becauseyou're kind of the powerhouse.
(01:57):
What they're doing in this area.
And I'm so excited to celebrate whatyou do and learn more about your
background and how you started usingthese tools with your students.
So I would love Kyle, if you couldshare with our listeners a little
bit about how you found your way to.
Stony Brook University.
(02:18):
Great.
All right.
Thank you again, Kelly.
Um, so I am a physical therapist, graduatefrom Hunter College, and for almost 20
years I was clinician, uh, love workingin the hospital setting, long term care,
uh, and a little bit of outpatient.
Um, but I always had thedream to be a teacher.
I do have the gift of gab.
(02:40):
I love to communicate, um, and I've hada lot of great patient stories through
my life, which I'm very grateful for.
So I, um, started to teach acourse at Nassau Community College
in their PT assistant program.
And I was lucky to start, um, asa Clinical Coordinator at a new
program at New York Instituteof Technology in Old Westbury.
(03:03):
So they were starting a programthere and I was able to start
with the chair and that was myfirst full time job as faculty.
Um, and I loved, uh, I learned so much.
The, the, the The jump fromclinician to academics is huge.
Different language, differentways of being viewed and ideas.
(03:24):
And your, your really, your brain explodesa little bit, but also your heart.
Your heart is like, I get toshare all of the, Richness and
challenges of being a clinician.
And, uh, and we always knowmore than our students.
So you, you feel confident initially.
Um, so there I was ableto do some great things.
(03:46):
Um, with a colleague, we dida pro bono clinic and it was
just a great, great experience.
I also started my doctoral degree andeducation, which helped me, you know,
give some foundational, uh, knowledge tothe different areas that I was learning.
I always was kind of in theprofessionalism and ethics.
So that was kind of my area, andthat's what I did my dissertation in.
(04:09):
So then I got the call from a colleaguethat there was an opening at Stony
Brook University for a similar position.
So I moved over, and I havebeen here for 20 years.
Um, and I've had different roles.
Um, Usually involving some type ofadministration, which is really, I guess,
one of my strengths in the sense of, Ilove, I call myself a process person.
(04:31):
I like to make, I like to make thewhole thing smooth and clear to
whatever the students have to do.
Um, so we're very, it's a customer servicehere and having our students do the work.
is happening.
Um, at the same time, every yearyou get to go to a conference, which
is the American Physical TherapyAssociation Combined Sections Meeting.
(04:53):
And that is when educators fromall over the nation come together.
And either you go to something inyour area like orthopedics or, so I
used to go to things about clinicaleducation, ethics, professionalism.
And kind of, you know, howeducation goes in waves.
So definitely the portfolio wasmentioned, um, and, uh, they were
(05:15):
talking about showing growth over time.
So they were talking about artand different areas like that.
And, you know, when you go togo for a job, you bring this
large portfolio of your work.
So they started talking about this.
So the light, like.
I would say maybe 2010, 2009,um, we started, um, creating a
(05:35):
portfolio in a binder with, youknow, tell us about yourself.
Um, I did connect it to one of myclasses, kind of had a portfolio.
Pre and a post.
Uh, so be something that you didin the beginning of your time.
It's a three year program.
So that, and then gettingready to graduate.
What is the information that you'd wantto have in case a boss asks you, you
(05:58):
know, tell me about yourself, you know, afuture boss, I should say, that you have
a chance of kind of tooting your own horn.
So then in 2013 or so, we heardabout Stony Brook University
having Digication and having theopportunity for an ePortfolio.
I had gone to a meeting with Nancy,who was our head of our area there,
(06:21):
and she brought together someonefrom PA, also the medical school,
and we just talked about, becausenow this is the buzzword out there,
kind of what is electronic portfolio.
And I thought, oh my goodness, this is soSo much nicer and so much easier than me
collecting 85 portfolios in the back ofthe room and the binders and everything.
(06:44):
So, so that's when westarted that ePortfolio here.
So I'm going to stop for a secondif you have any other questions.
Oh, I have, well,
I have so many questions.
So, um, just hearing you talk,I'm very curious how you, uh, you
know, where the interest in, um,physical therapy really started.
(07:06):
You mentioned that you've always beeninterested in becoming an educator and
how did you find your way into the field?
Yes,
I read it in a career cornerwhen I was in high school.
Always loved science andmath, believe it or not.
The future STEM girl, withouteven knowing that that was around.
The column basically said, did you wantto do something medical, but you didn't
(07:29):
want to be a nurse or a physician?
And I'm like, mm hmm.
So, um, I just thought it was sointeresting and I did some shadowing
at a local, large hospital and I wasput into some situations that I saw.
I saw a patient that had burnsand I saw another patient that had
amputations and I saw someone who wasmentally challenged and I thought, wow.
(07:52):
I didn't never have these experiences,but I was able to communicate and help.
And I got home, went homeand I remember talking to my
parents saying, I can do this.
I feel comfortable and I feellike I can have learned the
skills of what I needed to do.
Um, so then I went to a communitycollege, applied to 10 universities
(08:12):
and I got into Hunter College.
Um, It was very difficult.
So we do have empathy still for ourstudents that this is a very rigorous
program, very intense, partially.
I think what it is is you, uh, havea conscientiousness about, I want to
remember everything because it's allbuilding blocks and things don't go away.
(08:34):
So you can't just study foran exam and forget about it.
So that feeling is kind of onthem, weighted on their shoulders.
It's a good thing because itkind of keeps them on track.
But we all can relate to that, evenif we had a bachelor's or a master's.
The programs years ago werebachelor's degrees and now, of
course, it's a clinical doctorate.
So it's at least seven years to becomea physical therapist, so it's four
(08:58):
undergrad and then the graduate.
So, um, yeah.
So, and then I was always,um, involved with students.
So as I, you know, you can move upas your clinician, it's like a senior
position or the head of a unit.
Um, so I was in charge of the studentprogram, I think at my third job.
And after that, you know, Who's comingin and what level and, and then who's
(09:22):
having some personality issues orwho's having knowledge issues and
trying to be that like a mediator.
My parents joke around that I've beenborn a mediator because I have four
brothers and I always was like, you know,mom, dad, you know, you know, Lawrence
or Michael, they didn't mean to do that.
And this is what, sothat's kind of my thing.
(09:45):
Oh, I love it.
So I have one daughter.
So, I'm just curious.
So where were you in the lineup?
Were you the oldest?
Okay, so is she.
Oh yes.
I'll talk to her later.
I'm sure you guys couldhave a very good chat.
It's an exciting time.
(10:08):
Experience.
Yes.
And she definitely, uh, does a good jobat kind of leading, leading the pack.
That's when you say, was yourcareer chosen for you or you
were chosen for the career?
Yeah, absolutely.
Oh,
well, thank you so much for, for sharingthat background and, uh, you know, as
(10:32):
you're Speaking, I can tell that you dohave this incredible passion for being
able to communicate and, um, you know,kind of provide support for individuals,
even just speaking about your family.
You know, you were trying to makeit clear to your parents that your
brothers did something by accident.
Um, and it sounds like this hasbeen a really useful experience.
(10:54):
Full skill for you to bring intowhat you're doing in your work
with patients and also with yourwork with, uh, the students too.
Um, so I wanted to talk a littlebit about, uh, some of the, so I
mentioned when we started speakingthat it just seems like what your
students are doing really exemplifies.
(11:15):
A lot of high impact practicesthat are a big focus in
higher
education today.
You know, you've got experientiallearning built in, you've got
project based learning built in.
They're clearly having a very integrativeand reflective experience as they
move from Each course to the next,as you mentioned, kind of building
(11:36):
upon that foundation of knowledgeand making connections throughout.
So, I wanted to spend some time talkingabout that a little bit, because I
think some of our listeners are reallyfamiliar with the Hyatt practices,
some are not, you know, and howthat might fit into these kinds of
healthcare education I think is reallyimportant for people to understand.
(11:58):
Um, so, if you could talk a little bitabout what the kind of experiential
learning opportunities that yourstudents have at Stony Brook University?
I'm imagining there's probably a greatdeal of kind of field work and beginning
to have connections with patrons.
Could you describe that a little bit?
(12:19):
Absolutely.
So, as a kind of connected together, atthe same time, I want to say probably
it's maybe 2010 also, um, I had spoketo my chair about the idea of including
a service, uh, uh, requirement.
So they had to do 30 hours.
We tried to...
We.
Figure out as a faculty how many hoursWhen should they be able to start this?
(12:43):
And, you know, service learningis incorporated in many physical
therapy programs as a course.
Um, it's also, especially if someonehas a faculty clinic or a pro bono
clinic, then they have hours in there.
So I wanted to keep it, uh, looser andmore open, um, with different areas.
The idea was to kind of getout of the classroom and do
(13:04):
something good for the world.
And, um, if they already had beena coach for their child's team,
You got to do something new.
So you can create something or not.
So anyway, it was really good.
And, and the idea that this actuallyfit into the portfolio beautifully.
So they have to log their hours andthen they have to write reflective
(13:24):
paper, um, about, and with differentquestions, you know, some of it is,
you know, what was your best momentin the 30 hours that you chose?
What do you do?
Um, do you think that physicaltherapists should be advocates?
And do you see that this is something thatyou would do once you become a clinician?
Like, so now you are in asmall outpatient practice.
Do you sponsor a health fair?
(13:46):
Do you pick a charity for theyear that you do things for?
So, it's to kind of open theirmind and see that even if you're
busy, you can fit this in.
So, um, so that was a great,so it was a great place on
the portfolio to put that in.
And through the three Classes thatI have with them, we would always
spend time on the last class.
(14:06):
All right, we've updatedour portfolios, let's go in.
And they would look at eachother's and we would share.
What have you been doing in service?
Okay, everyone thathelped on interview day.
Everybody that helpedwith the health fair.
Let's go into somegroups and talk about it.
Open up the portfolio and see, Ohmy gosh, there's great pictures.
Our students have been atthe New York City Marathon.
(14:28):
Um, you know, we're very lucky.
We're the east end of Long Island,but we have access to the city.
Having a large faculty,we have over 16 of us.
Everyone has different interestsand different, um, you know, Some
things have been created by them,um, and it's on our website.
They're different.
And then other ones we just join.
Um, so it's just to kind of get themup and out, you know, to take a walk
(14:50):
or a run with one of your studentson a Saturday is a very different
experience than, you know, but therewe're done, so it's been really good.
And every year is different.
Some students have.
Spearheaded some very, you know, involvedthings and then everything is okay.
Like we have a Super Bowl going on now.
Bring some cans of soup.
Very easy, you know.
(15:10):
And so, yeah.
So that's, we don't, um, we, thefirst semester is very difficult.
And so is the second.
So we just start kind of talking aboutservice right now for the first year.
So they have, you know, now how,where can you put an hour or two in?
And they have plenty of time, but, um,it is really, uh, initially they always
say, Oh my gosh, this sounds like sucha difficult thing, but then it's good.
(15:33):
So that's one piece of it.
Very fulfilling.
Yeah,
absolutely.
And you know, they've done somegreat things as undergrads too.
So, so that's for me.
That's the ePortfolio too is,um, it's two pieces for me.
It's toot your own horn.
And also in the beginning, who are you?
So they get to come in and I'm askedand it did create a template and
the first page is a welcome page.
(15:54):
And basically it's fun.
Five, five fun facts about yourself.
Yeah.
Tell us, you know, someone, look, Ilove spaghetti, or you know, I have
four dogs, or there's a of thingabout food and pets and travel.
Um, but we'll have somethinglike, oh, I play six instruments.
Be like, what?
You know?
So, um, and then we, you know, sothese type of things, and there's
pictures and videos and quotes.
(16:16):
So the first page can kindof be, and it's really fun.
So they, um, so I of courselook at that and I'll get to
know them through the summer.
And then I tell their facultyadvisors, okay, you know, uh, your
students have put up their portfolio.
They told you about themselves, um, andthere's pictures and they get to put up
their diploma, pictures of undergrad.
(16:38):
It's just like a, you know, initially it'skind of like electronic scrapbook, uh, but
it's just kind of everything about them.
Um, and then I tell them, youknow, Some of the faculty then
use this to kind of use as icebreakers throughout the courses.
So it'll be like, all right, I heard thattwo or three of you are into surfing.
All right, stand up, tell me.
So, and then they use that, you know,as kind of like, or, or something funny
(17:01):
about, you know, oh, someone's who'sbeen to Alaska in this, in this class.
I know who it is.
And then, you know, that person.
So, so it's just a nice way to, andyou know, we, we've done that through
the years and it's been a lot of fun.
So just like a little area.
And then.
Sometimes while we've done reviews atthe end, even in the third year, I'll
say, okay, pick someone in the room thatyou don't really know that well, even
(17:24):
after all these years of being together.
Okay.
Open up their portfolio.
What?
I didn't know that you've gone to26 countries or that you, your goal
is to hit every national park inAmerica, you know, so they still
can learn things about each other.
Um, so, which is great.
So again, it's definitely, yeah.
Yeah, and the fact that, so it kindof, so at Digication, we talk a
(17:47):
lot about students being able touse the platform as a way to be
seen, be heard, and be recognized.
And it sounds like you've had a numberof different opportunities for the
students to use it like that beforethey're even thinking about possibly
using it as a career advancement tool.
(18:08):
It sounds like you're usingit as a tool to kind of build
community within the program.
Yes.
I love that the advisors havean opportunity to see it.
It sounds like before the studentseven arrive, is that correct?
Yes.
So in the summer, it's kind of quiet.
Most of our faculty.
Only two of us teach them, and theyhave a very large anatomy class.
So, kind of full, fullblast is back in the fall.
(18:30):
All the faculty are back, andthey get to meet their students.
Yeah.
How wonderful that they have that kindof introduction to them and already have
a face to a name before they have theirkind of first in person interactions.
And I love that it's being usedas a tool for the students.
(18:52):
To connect to one anotherin their classes as well.
I'm sure going through this programas rigorous as it is to have as
many, you know, strong connectionsto other peers is really valuable.
Um, and it sounds like this is beingused as a great way to kind of set
the stage for where they may havesome common ground or interesting
(19:13):
things to learn about each other.
I love that.
Absolutely.
Yeah.
Um, and as we're talking about service,um, I just wanted to bring up as I was
kind of preparing to talk to you today,I learned about some of the service work
that you're doing on in your, um, bioand, um, I believe it's called parfore.
(19:35):
Am I remembering that correctly?
Yes.
Yes.
So, um, yeah, this is a great program.
It's actually not at Stony Brookanymore, but it's, um, it's over
at Toro's been using at MIT.
So, but I'll talk quickly.
So this is, um, how we, yeah, it wasa golf program for children in middle
school where gangs are prevalent.
(19:59):
in Suffolk County.
So, um, again, it's one ofthose kind of brainchilds.
It was my good friend, Alex Lopez, whowas an OT and the two of us work together.
Um, and then we would have our, open itup to our students and able to let them,
um, you know, join, um, basically golfis, has rules and, you know, you, someone
(20:21):
does a good shot and you, you know, Givea little proper clap, you know, and you,
you walk, you walk around fresh air, um,one of the students, I'll never forget.
He was so funny.
He says, Kyle, it's so beautifulout here on the golf course.
Um, you know what?
They should really put houses up here.
I'm like, no, no, no.
(20:41):
The idea is, it's just, you know, sowe, we laughed, you know, but, um,
Kids who wouldn't join a normal club intheir school, everyone would join our
program and the idea was that everyoneis equal and everyone has a chance to,
to try and learn and mentorship that way.
So we had, it was really, uh, thewhole model was just wonderful.
(21:02):
And that's kind of how the other programsthat we have presently, it's, there's
always, uh, our students being, you know,in their twenties is that, you know,
between the actual whoever's involved.
It could be an eight year old who'snow working out for the first time,
or it could be someone, you know,older, who's having falls recently.
Like they're the ones to kind of givethat extra, um, warmth and knowledge
(21:26):
and make the person feel comfortable.
So, and that teaches them again, how toadapt to different types of audiences.
You know, they have four clinicalsand they have different experiences
and some of them are very nervous.
Some of them have never worked in a large.
So, um, this lets them do that.
Um, the other idea with the ePortfoliois that it's a scrapbook for them.
(21:49):
So they only get this beautiful note froma patient, you know, it was so great to
work with you, you know, you're goingto make a great physical therapist.
What do you do with that?
I'm like, Oh, you can scan it in.
and put it in your portfolio.
Um, the idea, you know, I said it, soit's kind of like a meet and greet.
Who are you?
But also then of course, liketypical growth over time.
(22:12):
So the idea that they put up a PowerPointthat they did in their first year with two
or three people, even just to show themhow advanced they've become in some of
their presentations by the third year, youknow, they have this and that, and they're
just, their references are awesome.
And they're able to pullin a video or something.
So just, and they feel.
(22:34):
cause I'd say, Oh, I was such anervous person that first time I
had to get up in front of 80 80students, you know, so, so it's kind
of neat, you know, that, that happens.
Yeah, we find it's very empowering forstudents to be able to look back on where
they were and really in just learning.
It's a short period of time in thegrand scheme of things, you know,
(22:56):
who they were and what their skillswere when they joined your program.
And this incredible transformationthat happens over those few years.
Yeah.
Absolutely.
It's so telling, you know, beingable to not only see kind of their
reflections about the experience, butto be able to look at some of the actual
(23:22):
work and projects that they created.
Um, again, it just kind of supports whatyou said about how rigorous the program
is that the students have this really kindof longitudinal showcase of what they've
(23:43):
done throughout your program at variouslevels and this beautiful way that they
connect pieces of what they've done.
Right.
I also love there's an area, um,where I think some students have a
presentation and some have writtenthese beautiful personal statements
(24:04):
about, you know, maybe why they've come.
To study physical therapy.
Some of them have very powerful storiesabout, you know, maybe their connection
to past physical therapy when theywere younger or a family member that
needed that and the impact that it has.
Um, what kind of, uh, maybementorship or scaffolding do
(24:28):
you give the students as they'recreating those personal statements?
Are they doing that as part of the
curriculum?
Yes.
So that is actually, um, Theapplication, we use a company, P.
T.
Cass, and every yearthere is a new question.
So that is their physical therapy essay.
So they are given the option to postthat essay or to actually just then
(24:52):
share Why did you want to be a therapist?
If, if it was, you know, becausesometimes, um, you know, one year
it was a little more like, uh, tellus about qualities that you feel a
healthcare professional should have.
And that would be the essay,which was again, very powerful.
But then, so I kind ofgive them the option.
I said, you can go back intoyour essay that you had posted,
(25:12):
which is very, Really great.
And usually there is part of their storyof why they, something in their family
or on themselves, or again, why didyou want to be a physical therapist?
So that's up there too.
And it's just, again, moreinformation about them.
It kind of starts thebeginning of their story.
I, uh, in the summer, I joke aroundlike, all right, so, you know, again,
how many people here were into sportsand then they, you know, they hurt
(25:36):
their knee and then, you know, a thirdof them stand up or, you know, so
we kind of talk, cause we talk aboutmy classes in the summer with is.
Professional PracticeOne and its foundations.
So it's all about physical therapy.
We kind of bring them all together like,Oh, who's, who's worked as an aid and
who's had therapy on them and who, whatdo you know about physical therapy?
(25:56):
Um, some of the legaland some of the ethical.
And so it's like, it fitsreally nicely in there.
Like who, who are you bring?
And then everyone will belike, and there's connections.
So it'd be like, Oh, I worked witha therapist and she was a wonderful
clinician with vestibular problems.
Oh my gosh, me too.
They know this same person.
So you'll find all these connectionsthroughout the summer of people
(26:17):
who have worked together or knoweach, knew a therapist and, uh, they
talk very proudly of the therapistthey have worked with either as a
volunteer or as, you know, employed.
They said, Oh, I, I watch this personacross the room and I see how they're
able to temper their voice or they'reable to, you know, Use their non
(26:39):
verbals or they're able to bring kindof people together through a funny
story or so the feeling of community.
So, that's really whatthey're learning then.
So, they bring that because then we,you know, of course, you always talk
about what a professional isn't andof course, there's some, some good
stories with, with no names mentioned.
Right, right, right.
(26:59):
Yeah, but it really speaks to thispower of storytelling really in, uh,
creating connections with others,which is a huge part of what they're
going to be doing as part of theirfield experience and after graduation.
Um, so it makes a lot of sense thatit's kind of built into, um, kind
(27:22):
of that initial essay as they're,they're joining the program, then
you continue to give them opportunityto, I think the students know
that I always say that, that you, andagain, that's why if you are a good
clinician, hopefully you become a goodteacher because you may explain, this
is the medical diagnosis and these areall the signs and symptoms, but then
(27:45):
you share a story about someone thatyou work with who, you know, Again, was
not able to take their medicine and lookwhat happened and that, or that they were
able to handle a very traumatic event.
Those things, they remember thosestories, you know, kind of how
it happened and the pieces to it.
(28:05):
Here's a preview of what's coming up nextin part two of my conversation with Kyle
Hewson, Vice Chair and Clinical AssociateProfessor in the Doctorate in Physical
Therapy program at Stony Brook University.
I think it's three classes thatthey really enjoyed and did some
kind of project like you mentioned.
So, um, you know, I, I always say to them,by the time you graduate, after three
(28:28):
years, you'll have every type of learningmethodology, teaching methodology to you.
You know, there's.
Group work and there's presentationsand there's, um, going out to a clinic.
Uh, so we use our, um,veterans home right on campus.
And so you learn something in neurology,neurological, physical therapy, but
now you actually go and try it andconnect with one of our residents.
(28:51):
See you next time.
Welcome to DigicationScholars Conversations.
I'm your host, Kelly Driscoll.
In this episode, you'll hear part one ofmy conversation with Kyle Hewson, Vice
Chair and Clinical Associate Professorin the Doctorate in Physical Therapy
program at Stony Brook University.
More links and information about today'sconversation can be found on Digication's
(00:23):
Twitter, Facebook, and Instagram.
Full episodes of Digication ScholarsConversations can be found on
YouTube or your favorite podcast app.
Welcome to DigicationScholars Conversations.
I'm your host, Kelly Driscoll.
And today I'm so excited tointroduce our guest, Kyle Hewson.
(00:47):
Kyle is the Vice Chair and ClinicalAssociate Professor in the Doctorate in
Physical Therapy program at Stanford.
Stony Brook University.
Welcome, Kyle.
Thank you so much for
having me today.
Absolutely.
So I happen to, uh, So I'm going totrack Kyle down, uh, after seeing
(01:07):
some extraordinary student portfoliosDigication where the students,
I feel like, are just showcasingthis exemplary use of high impact
practices across their education there.
And uh, I discovered that many of them arecreating this beautiful showcase of both
(01:32):
their undergraduate work and what they'redoing at Stony Brook University within
the platform in really remarkable ways.
And, uh, I discovered, Kyle,that you created what looks like
possibly a beginning template thatthe students were using as kind
of a springboard to this process.
So I wanted to reach out becauseyou're kind of the powerhouse.
(01:57):
What they're doing in this area.
And I'm so excited to celebrate whatyou do and learn more about your
background and how you started usingthese tools with your students.
So I would love Kyle, if you couldshare with our listeners a little
bit about how you found your way to.
Stony Brook University.
(02:18):
Great.
All right.
Thank you again, Kelly.
Um, so I am a physical therapist, graduatefrom Hunter College, and for almost 20
years I was clinician, uh, love workingin the hospital setting, long term care,
uh, and a little bit of outpatient.
Um, but I always had thedream to be a teacher.
I do have the gift of gab.
(02:40):
I love to communicate, um, and I've hada lot of great patient stories through
my life, which I'm very grateful for.
So I, um, started to teach acourse at Nassau Community College
in their PT assistant program.
And I was lucky to start, um, asa Clinical Coordinator at a new
program at New York Instituteof Technology in Old Westbury.
(03:03):
So they were starting a programthere and I was able to start
with the chair and that was myfirst full time job as faculty.
Um, and I loved, uh, I learned so much.
The, the, the The jump fromclinician to academics is huge.
Different language, differentways of being viewed and ideas.
(03:24):
And your, your really, your brain explodesa little bit, but also your heart.
Your heart is like, I get toshare all of the, Richness and
challenges of being a clinician.
And, uh, and we always knowmore than our students.
So you, you feel confident initially.
Um, so there I was ableto do some great things.
(03:46):
Um, with a colleague, we dida pro bono clinic and it was
just a great, great experience.
I also started my doctoral degree andeducation, which helped me, you know,
give some foundational, uh, knowledge tothe different areas that I was learning.
I always was kind of in theprofessionalism and ethics.
So that was kind of my area, andthat's what I did my dissertation in.
(04:09):
So then I got the call from a colleaguethat there was an opening at Stony
Brook University for a similar position.
So I moved over, and I havebeen here for 20 years.
Um, and I've had different roles.
Um, Usually involving some type ofadministration, which is really, I guess,
one of my strengths in the sense of, Ilove, I call myself a process person.
(04:31):
I like to make, I like to make thewhole thing smooth and clear to
whatever the students have to do.
Um, so we're very, it's a customer servicehere and having our students do the work.
is happening.
Um, at the same time, every yearyou get to go to a conference, which
is the American Physical TherapyAssociation Combined Sections Meeting.
(04:53):
And that is when educators fromall over the nation come together.
And either you go to something inyour area like orthopedics or, so I
used to go to things about clinicaleducation, ethics, professionalism.
And kind of, you know, howeducation goes in waves.
So definitely the portfolio wasmentioned, um, and, uh, they were
(05:15):
talking about showing growth over time.
So they were talking about artand different areas like that.
And, you know, when you go togo for a job, you bring this
large portfolio of your work.
So they started talking about this.
So the light, like.
I would say maybe 2010, 2009,um, we started, um, creating a
(05:35):
portfolio in a binder with, youknow, tell us about yourself.
Um, I did connect it to one of myclasses, kind of had a portfolio.
Pre and a post.
Uh, so be something that you didin the beginning of your time.
It's a three year program.
So that, and then gettingready to graduate.
What is the information that you'd wantto have in case a boss asks you, you
(05:58):
know, tell me about yourself, you know, afuture boss, I should say, that you have
a chance of kind of tooting your own horn.
So then in 2013 or so, we heardabout Stony Brook University
having Digication and having theopportunity for an ePortfolio.
I had gone to a meeting with Nancy,who was our head of our area there,
(06:21):
and she brought together someonefrom PA, also the medical school,
and we just talked about, becausenow this is the buzzword out there,
kind of what is electronic portfolio.
And I thought, oh my goodness, this is soSo much nicer and so much easier than me
collecting 85 portfolios in the back ofthe room and the binders and everything.
(06:44):
So, so that's when westarted that ePortfolio here.
So I'm going to stop for a secondif you have any other questions.
Oh, I have, well,
I have so many questions.
So, um, just hearing you talk,I'm very curious how you, uh, you
know, where the interest in, um,physical therapy really started.
(07:06):
You mentioned that you've always beeninterested in becoming an educator and
how did you find your way into the field?
Yes,
I read it in a career cornerwhen I was in high school.
Always loved science andmath, believe it or not.
The future STEM girl, withouteven knowing that that was around.
The column basically said, did you wantto do something medical, but you didn't
(07:29):
want to be a nurse or a physician?
And I'm like, mm hmm.
So, um, I just thought it was sointeresting and I did some shadowing
at a local, large hospital and I wasput into some situations that I saw.
I saw a patient that had burnsand I saw another patient that had
amputations and I saw someone who wasmentally challenged and I thought, wow.
(07:52):
I didn't never have these experiences,but I was able to communicate and help.
And I got home, went homeand I remember talking to my
parents saying, I can do this.
I feel comfortable and I feellike I can have learned the
skills of what I needed to do.
Um, so then I went to a communitycollege, applied to 10 universities
(08:12):
and I got into Hunter College.
Um, It was very difficult.
So we do have empathy still for ourstudents that this is a very rigorous
program, very intense, partially.
I think what it is is you, uh, havea conscientiousness about, I want to
remember everything because it's allbuilding blocks and things don't go away.
(08:34):
So you can't just study foran exam and forget about it.
So that feeling is kind of onthem, weighted on their shoulders.
It's a good thing because itkind of keeps them on track.
But we all can relate to that, evenif we had a bachelor's or a master's.
The programs years ago werebachelor's degrees and now, of
course, it's a clinical doctorate.
So it's at least seven years to becomea physical therapist, so it's four
(08:58):
undergrad and then the graduate.
So, um, yeah.
So, and then I was always,um, involved with students.
So as I, you know, you can move upas your clinician, it's like a senior
position or the head of a unit.
Um, so I was in charge of the studentprogram, I think at my third job.
And after that, you know, Who's comingin and what level and, and then who's
(09:22):
having some personality issues orwho's having knowledge issues and
trying to be that like a mediator.
My parents joke around that I've beenborn a mediator because I have four
brothers and I always was like, you know,mom, dad, you know, you know, Lawrence
or Michael, they didn't mean to do that.
And this is what, sothat's kind of my thing.
(09:45):
Oh, I love it.
So I have one daughter.
So, I'm just curious.
So where were you in the lineup?
Were you the oldest?
Okay, so is she.
Oh yes.
I'll talk to her later.
I'm sure you guys couldhave a very good chat.
It's an exciting time.
(10:08):
Experience.
Yes.
And she definitely, uh, does a good jobat kind of leading, leading the pack.
That's when you say, was yourcareer chosen for you or you
were chosen for the career?
Yeah, absolutely.
Oh,
well, thank you so much for, for sharingthat background and, uh, you know, as
(10:32):
you're Speaking, I can tell that you dohave this incredible passion for being
able to communicate and, um, you know,kind of provide support for individuals,
even just speaking about your family.
You know, you were trying to makeit clear to your parents that your
brothers did something by accident.
Um, and it sounds like this hasbeen a really useful experience.
(10:54):
Full skill for you to bring intowhat you're doing in your work
with patients and also with yourwork with, uh, the students too.
Um, so I wanted to talk a littlebit about, uh, some of the, so I
mentioned when we started speakingthat it just seems like what your
students are doing really exemplifies.
(11:15):
A lot of high impact practicesthat are a big focus in
higher
education today.
You know, you've got experientiallearning built in, you've got
project based learning built in.
They're clearly having a very integrativeand reflective experience as they
move from Each course to the next,as you mentioned, kind of building
(11:36):
upon that foundation of knowledgeand making connections throughout.
So, I wanted to spend some time talkingabout that a little bit, because I
think some of our listeners are reallyfamiliar with the Hyatt practices,
some are not, you know, and howthat might fit into these kinds of
healthcare education I think is reallyimportant for people to understand.
(11:58):
Um, so, if you could talk a little bitabout what the kind of experiential
learning opportunities that yourstudents have at Stony Brook University?
I'm imagining there's probably a greatdeal of kind of field work and beginning
to have connections with patrons.
Could you describe that a little bit?
(12:19):
Absolutely.
So, as a kind of connected together, atthe same time, I want to say probably
it's maybe 2010 also, um, I had spoketo my chair about the idea of including
a service, uh, uh, requirement.
So they had to do 30 hours.
We tried to...
We.
Figure out as a faculty how many hoursWhen should they be able to start this?
(12:43):
And, you know, service learningis incorporated in many physical
therapy programs as a course.
Um, it's also, especially if someonehas a faculty clinic or a pro bono
clinic, then they have hours in there.
So I wanted to keep it, uh, looser andmore open, um, with different areas.
The idea was to kind of getout of the classroom and do
(13:04):
something good for the world.
And, um, if they already had beena coach for their child's team,
You got to do something new.
So you can create something or not.
So anyway, it was really good.
And, and the idea that this actuallyfit into the portfolio beautifully.
So they have to log their hours andthen they have to write reflective
(13:24):
paper, um, about, and with differentquestions, you know, some of it is,
you know, what was your best momentin the 30 hours that you chose?
What do you do?
Um, do you think that physicaltherapists should be advocates?
And do you see that this is something thatyou would do once you become a clinician?
Like, so now you are in asmall outpatient practice.
Do you sponsor a health fair?
(13:46):
Do you pick a charity for theyear that you do things for?
So, it's to kind of open theirmind and see that even if you're
busy, you can fit this in.
So, um, so that was a great,so it was a great place on
the portfolio to put that in.
And through the three Classes thatI have with them, we would always
spend time on the last class.
(14:06):
All right, we've updatedour portfolios, let's go in.
And they would look at eachother's and we would share.
What have you been doing in service?
Okay, everyone thathelped on interview day.
Everybody that helpedwith the health fair.
Let's go into somegroups and talk about it.
Open up the portfolio and see, Ohmy gosh, there's great pictures.
Our students have been atthe New York City Marathon.
(14:28):
Um, you know, we're very lucky.
We're the east end of Long Island,but we have access to the city.
Having a large faculty,we have over 16 of us.
Everyone has different interestsand different, um, you know, Some
things have been created by them,um, and it's on our website.
They're different.
And then other ones we just join.
Um, so it's just to kind of get themup and out, you know, to take a walk
(14:50):
or a run with one of your studentson a Saturday is a very different
experience than, you know, but therewe're done, so it's been really good.
And every year is different.
Some students have.
Spearheaded some very, you know, involvedthings and then everything is okay.
Like we have a Super Bowl going on now.
Bring some cans of soup.
Very easy, you know.
(15:10):
And so, yeah.
So that's, we don't, um, we, thefirst semester is very difficult.
And so is the second.
So we just start kind of talking aboutservice right now for the first year.
So they have, you know, now how,where can you put an hour or two in?
And they have plenty of time, but, um,it is really, uh, initially they always
say, Oh my gosh, this sounds like sucha difficult thing, but then it's good.
(15:33):
So that's one piece of it.
Very fulfilling.
Yeah,
absolutely.
And you know, they've done somegreat things as undergrads too.
So, so that's for me.
That's the ePortfolio too is,um, it's two pieces for me.
It's toot your own horn.
And also in the beginning, who are you?
So they get to come in and I'm askedand it did create a template and
the first page is a welcome page.
(15:54):
And basically it's fun.
Five, five fun facts about yourself.
Yeah.
Tell us, you know, someone, look, Ilove spaghetti, or you know, I have
four dogs, or there's a of thingabout food and pets and travel.
Um, but we'll have somethinglike, oh, I play six instruments.
Be like, what?
You know?
So, um, and then we, you know, sothese type of things, and there's
pictures and videos and quotes.
(16:16):
So the first page can kindof be, and it's really fun.
So they, um, so I of courselook at that and I'll get to
know them through the summer.
And then I tell their facultyadvisors, okay, you know, uh, your
students have put up their portfolio.
They told you about themselves, um, andthere's pictures and they get to put up
their diploma, pictures of undergrad.
(16:38):
It's just like a, you know, initially it'skind of like electronic scrapbook, uh, but
it's just kind of everything about them.
Um, and then I tell them, youknow, Some of the faculty then
use this to kind of use as icebreakers throughout the courses.
So it'll be like, all right, I heard thattwo or three of you are into surfing.
All right, stand up, tell me.
So, and then they use that, you know,as kind of like, or, or something funny
(17:01):
about, you know, oh, someone's who'sbeen to Alaska in this, in this class.
I know who it is.
And then, you know, that person.
So, so it's just a nice way to, andyou know, we, we've done that through
the years and it's been a lot of fun.
So just like a little area.
And then.
Sometimes while we've done reviews atthe end, even in the third year, I'll
say, okay, pick someone in the room thatyou don't really know that well, even
(17:24):
after all these years of being together.
Okay.
Open up their portfolio.
What?
I didn't know that you've gone to26 countries or that you, your goal
is to hit every national park inAmerica, you know, so they still
can learn things about each other.
Um, so, which is great.
So again, it's definitely, yeah.
Yeah, and the fact that, so it kindof, so at Digication, we talk a
(17:47):
lot about students being able touse the platform as a way to be
seen, be heard, and be recognized.
And it sounds like you've had a numberof different opportunities for the
students to use it like that beforethey're even thinking about possibly
using it as a career advancement tool.
(18:08):
It sounds like you're usingit as a tool to kind of build
community within the program.
Yes.
I love that the advisors havean opportunity to see it.
It sounds like before the studentseven arrive, is that correct?
Yes.
So in the summer, it's kind of quiet.
Most of our faculty.
Only two of us teach them, and theyhave a very large anatomy class.
So, kind of full, fullblast is back in the fall.
(18:30):
All the faculty are back, andthey get to meet their students.
Yeah.
How wonderful that they have that kindof introduction to them and already have
a face to a name before they have theirkind of first in person interactions.
And I love that it's being usedas a tool for the students.
(18:52):
To connect to one anotherin their classes as well.
I'm sure going through this programas rigorous as it is to have as
many, you know, strong connectionsto other peers is really valuable.
Um, and it sounds like this is beingused as a great way to kind of set
the stage for where they may havesome common ground or interesting
(19:13):
things to learn about each other.
I love that.
Absolutely.
Yeah.
Um, and as we're talking about service,um, I just wanted to bring up as I was
kind of preparing to talk to you today,I learned about some of the service work
that you're doing on in your, um, bioand, um, I believe it's called parfore.
(19:35):
Am I remembering that correctly?
Yes.
Yes.
So, um, yeah, this is a great program.
It's actually not at Stony Brookanymore, but it's, um, it's over
at Toro's been using at MIT.
So, but I'll talk quickly.
So this is, um, how we, yeah, it wasa golf program for children in middle
school where gangs are prevalent.
(19:59):
in Suffolk County.
So, um, again, it's one ofthose kind of brainchilds.
It was my good friend, Alex Lopez, whowas an OT and the two of us work together.
Um, and then we would have our, open itup to our students and able to let them,
um, you know, join, um, basically golfis, has rules and, you know, you, someone
(20:21):
does a good shot and you, you know, Givea little proper clap, you know, and you,
you walk, you walk around fresh air, um,one of the students, I'll never forget.
He was so funny.
He says, Kyle, it's so beautifulout here on the golf course.
Um, you know what?
They should really put houses up here.
I'm like, no, no, no.
(20:41):
The idea is, it's just, you know, sowe, we laughed, you know, but, um,
Kids who wouldn't join a normal club intheir school, everyone would join our
program and the idea was that everyoneis equal and everyone has a chance to,
to try and learn and mentorship that way.
So we had, it was really, uh, thewhole model was just wonderful.
(21:02):
And that's kind of how the other programsthat we have presently, it's, there's
always, uh, our students being, you know,in their twenties is that, you know,
between the actual whoever's involved.
It could be an eight year old who'snow working out for the first time,
or it could be someone, you know,older, who's having falls recently.
Like they're the ones to kind of givethat extra, um, warmth and knowledge
(21:26):
and make the person feel comfortable.
So, and that teaches them again, how toadapt to different types of audiences.
You know, they have four clinicalsand they have different experiences
and some of them are very nervous.
Some of them have never worked in a large.
So, um, this lets them do that.
Um, the other idea with the ePortfoliois that it's a scrapbook for them.
(21:49):
So they only get this beautiful note froma patient, you know, it was so great to
work with you, you know, you're goingto make a great physical therapist.
What do you do with that?
I'm like, Oh, you can scan it in.
and put it in your portfolio.
Um, the idea, you know, I said it, soit's kind of like a meet and greet.
Who are you?
But also then of course, liketypical growth over time.
(22:12):
So the idea that they put up a PowerPointthat they did in their first year with two
or three people, even just to show themhow advanced they've become in some of
their presentations by the third year, youknow, they have this and that, and they're
just, their references are awesome.
And they're able to pullin a video or something.
So just, and they feel.
(22:34):
cause I'd say, Oh, I was such anervous person that first time I
had to get up in front of 80 80students, you know, so, so it's kind
of neat, you know, that, that happens.
Yeah, we find it's very empowering forstudents to be able to look back on where
they were and really in just learning.
It's a short period of time in thegrand scheme of things, you know,
(22:56):
who they were and what their skillswere when they joined your program.
And this incredible transformationthat happens over those few years.
Yeah.
Absolutely.
It's so telling, you know, beingable to not only see kind of their
reflections about the experience, butto be able to look at some of the actual
(23:22):
work and projects that they created.
Um, again, it just kind of supports whatyou said about how rigorous the program
is that the students have this really kindof longitudinal showcase of what they've
(23:43):
done throughout your program at variouslevels and this beautiful way that they
connect pieces of what they've done.
Right.
I also love there's an area, um,where I think some students have a
presentation and some have writtenthese beautiful personal statements
(24:04):
about, you know, maybe why they've come.
To study physical therapy.
Some of them have very powerful storiesabout, you know, maybe their connection
to past physical therapy when theywere younger or a family member that
needed that and the impact that it has.
Um, what kind of, uh, maybementorship or scaffolding do
(24:28):
you give the students as they'recreating those personal statements?
Are they doing that as part of the
curriculum?
Yes.
So that is actually, um, Theapplication, we use a company, P.
T.
Cass, and every yearthere is a new question.
So that is their physical therapy essay.
So they are given the option to postthat essay or to actually just then
(24:52):
share Why did you want to be a therapist?
If, if it was, you know, becausesometimes, um, you know, one year
it was a little more like, uh, tellus about qualities that you feel a
healthcare professional should have.
And that would be the essay,which was again, very powerful.
But then, so I kind ofgive them the option.
I said, you can go back intoyour essay that you had posted,
(25:12):
which is very, Really great.
And usually there is part of their storyof why they, something in their family
or on themselves, or again, why didyou want to be a physical therapist?
So that's up there too.
And it's just, again, moreinformation about them.
It kind of starts thebeginning of their story.
I, uh, in the summer, I joke aroundlike, all right, so, you know, again,
how many people here were into sportsand then they, you know, they hurt
(25:36):
their knee and then, you know, a thirdof them stand up or, you know, so
we kind of talk, cause we talk aboutmy classes in the summer with is.
Professional PracticeOne and its foundations.
So it's all about physical therapy.
We kind of bring them all together like,Oh, who's, who's worked as an aid and
who's had therapy on them and who, whatdo you know about physical therapy?
(25:56):
Um, some of the legaland some of the ethical.
And so it's like, it fitsreally nicely in there.
Like who, who are you bring?
And then everyone will belike, and there's connections.
So it'd be like, Oh, I worked witha therapist and she was a wonderful
clinician with vestibular problems.
Oh my gosh, me too.
They know this same person.
So you'll find all these connectionsthroughout the summer of people
(26:17):
who have worked together or knoweach, knew a therapist and, uh, they
talk very proudly of the therapistthey have worked with either as a
volunteer or as, you know, employed.
They said, Oh, I, I watch this personacross the room and I see how they're
able to temper their voice or they'reable to, you know, Use their non
(26:39):
verbals or they're able to bring kindof people together through a funny
story or so the feeling of community.
So, that's really whatthey're learning then.
So, they bring that because then we,you know, of course, you always talk
about what a professional isn't andof course, there's some, some good
stories with, with no names mentioned.
Right, right, right.
(26:59):
Yeah, but it really speaks to thispower of storytelling really in, uh,
creating connections with others,which is a huge part of what they're
going to be doing as part of theirfield experience and after graduation.
Um, so it makes a lot of sense thatit's kind of built into, um, kind
(27:22):
of that initial essay as they're,they're joining the program, then
you continue to give them opportunityto, I think the students know
that I always say that, that you, andagain, that's why if you are a good
clinician, hopefully you become a goodteacher because you may explain, this
is the medical diagnosis and these areall the signs and symptoms, but then
(27:45):
you share a story about someone thatyou work with who, you know, Again, was
not able to take their medicine and lookwhat happened and that, or that they were
able to handle a very traumatic event.
Those things, they remember thosestories, you know, kind of how
it happened and the pieces to it.
(28:05):
Here's a preview of what's coming up nextin part two of my conversation with Kyle
Hewson, Vice Chair and Clinical AssociateProfessor in the Doctorate in Physical
Therapy program at Stony Brook University.
I think it's three classes thatthey really enjoyed and did some
kind of project like you mentioned.
So, um, you know, I, I always say to them,by the time you graduate, after three
(28:28):
years, you'll have every type of learningmethodology, teaching methodology to you.
You know, there's.
Group work and there's presentationsand there's, um, going out to a clinic.
Uh, so we use our, um,veterans home right on campus.
And so you learn something in neurology,neurological, physical therapy, but
now you actually go and try it andconnect with one of our residents.
(28:51):
See you next time.
Popular Podcasts
1. Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
2. Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations.
3. Crime Junkie
If you can never get enough true crime... Congratulations, you’ve found your people.