不確実性から能力へ:職業療法教育における自信発達の縦断的研究
Natalie A Perkins1, Rajvinder Bains1
1Department of Occupational Therapy, University of the Pacific, Sacramento, California, USA, pacific.edu.
Occupational therapy international
|December 25, 2025
まとめ
15週間のプログラムを通じて、神経科学コースにおける学生の自信は大幅に増加した。事前経験、指導的支援、関心などの要因が自信に影響を与えた一方、内容の複雑さが課題となった。
科学分野:
- 神経科学教育
- 職業療法博士課程プログラム
- 学術的自信
背景:
- 自信は、特に神経科学のような複雑な主題において、学業成績に不可欠である。
- 自信と自己効力感は、別個であるが関連する構成概念である。
- 職業療法神経科学コースにおける自信発達に関する研究は限られている。
主な方法:
- 2つのコホートにわたる73人の職業療法博士課程学生を対象とした縦断的混合研究法。
- 神経科学関連の自信を測定するための毎週のライカート尺度調査。
- 定性的な洞察を得るためのベースライン、中間、コース終了時の自由記述質問。
- 定量的データにはノンパラメトリック統計テスト、定性的データにはテーマ別/感情分析を使用した。
結論:
- 神経科学教育における学生の自信は、学期を通じて大幅に向上させることができる。
- 自信の発達は、学術的、指導的、個人的要因の組み合わせによって影響される。
- 本研究の結果は、職業療法のカリキュラムにおいて、意図的な足場かけ、能動学習、ピアコラボレーションを強化し、学生の自信を高め、臨床実践への準備を整えることを支持する。
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