Lynn Foord, PhD, MEd, MSPT
Dr. Foord joined the MGH Institute in 2012 as Director of the Online Prerequisites for the Health Professions. During her tenure through 2019, the number of online prerequisite courses increased from five to twenty-four; live distant laboratory experiences were incorporated into courses in Physics, Chemistry, Biology, and Microbiology, and the Online faculty grew from five to fifteen content experts with experience in distant online instruction.
Prior to coming to the Institute, Dr. Foord served for many years at Simmons University teaching in the Department of Physical Therapy and founding their first fully online programs.
Dr. Foord designed and built the “Bridge” (transitional) Doctor of Physical Therapy program at Simmons University in 2001, and then founded and led the Department of Online Teaching and Learning in Simmons’ School for Health Sciences 2001-2011. She also served as the Interim Director of Academic Technology from 2010-2011.
Dr. Foord has been involved in Physical Therapy education at Simmons College and at Boston University; her accomplishments include directing clinical education, and teaching in the clinical, classroom, and laboratory setting.
Dr. Foord has lectured widely and is nationally recognized as expert on the development and assessment of professional behaviors in physical therapy education and practice.
She was one of the principal investigators awarded a grant from the American Physical Therapy Association to develop the American Physical Therapy Association Clinical Instructor Training Workshop and Assessment Center.
Dr. Foord is co-editor of “Teaching Strategies for Health Education and Health Promotion: Working with Patients, Families and Communities”; named a 2009 Book of the Year by the American Journal of Nursing.
Instructional Design of Learner-Centered Instruction
Creative use of formative and summative assessment to promote self-directed learning
Development of leadership and teaching toward mastery in teaching in Health Professions Education
Incorporating Creativity and Deep Learning in Health Professions Education
Recognizing and responding to hidden curricula in Health Professions Education
Understanding the role of prerequisite courses in entry-level healthcare education programs
BS, Biology/Psychology (joint major), Middlebury College, Middlebury, VT
MS, Physical Therapy, Duke University, Durham, NC
MEd, Cambridge College, Cambridge, MA
PhD, Educational Technology, Walden University, Minneapolis, MN
Books and Book Chapters
Lowenstein, A., Foord, L., Romano, J. (2009) Teaching Strategies for Health Education and Health Promotion: Working with Patients, Families and Communities. Jones and Bartlett; Boston, MA.
(Recipient of the American Journal of Nursing Book of the Year, 2009)
Foord, L. “The Search for the Adult Learner” in (2009) Teaching Strategies for Health Education and Health Promotion: Working with Patients, Families and Communities. Jones and Bartlett, Boston, MA.
Wein, D., Foord, L. “Obesity, Healthy Eating and Eating Disorders: Definitions, Education, and Treatment” in (2009) Teaching Strategies for Health Education and Health Promotion: Working with Patients, Families and Communities. Jones and Bartlett, Boston, MA.
Dupre, A., Foord, L., “Education for Patients and Families After Stroke: A Multifaceted Approach” in (2009) Teaching Strategies for Health Education and Health Promotion: Working with Patients, Families and Communities. Jones and Bartlett, Boston, MA.
Foord-May, L., May, W. “Facilitating Professionalism in Physical Therapy: Theoretical Foundations for The Facilitation Process”. Journal of Physical Therapy Education, 21, 3. Winter, 2007.
Foord-May, L. “A Faculty’s experience in changing instructional methods in a Physical Therapy education program.” Journal of the American Physical Therapy Association, 86, (2), February, 2006.