改变物理治疗专业教育的远程学习格式的影响
L D Gerber1, Bryan M Gee, Tyler Jepson
1Dep. of Physical Therapy, Idaho State University, 921 S. 8th Avenue, Stop 8045, Pocatello, ID 83209, USA. Tel 208-282-4307. derekgerber@isu.edu.
Journal of allied health
|June 2, 2023
概括
物理治疗学生在COVID-19大流行期间转向混合学习,对实践技能产生了负面影响. 然而,他们认为他们的整体教育和职业前景不受影响.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 物理治疗培训 物理治疗培训
- 远程学习 远程学习
背景情况:
- 由于COVID-19的流行,需要在高等教育中快速过渡到远程学习.
- 物理治疗课程在将临床和实践技能指导适应在线格式方面面临挑战.
研究的目的:
- 调查从同步视频会议过渡到混合格式对物理治疗学生的感知影响.
- 了解学生对学习,技能获取和职业潜力的观点,在一场疫情改变的教育环境中.
主要方法:
- 采用了定性案例研究方法,重点关注格式过渡时期 (2020年3月至9月).
- 数据收集包括对38名物理治疗学生的协议调查和对12名学生的半结构面试.
- 定性数据分析包括编码和主题分析,以确定学生的关键观点.
主要成果:
- 学生报告说,这对他们对实践物理治疗技能的认知能力产生了负面影响.
- 在跨校园的学生和教师互动中观察到改善.
- 尽管对实践技能存在担忧,但学生们并没有预料到对他们的整体学习或未来职业生涯产生不利影响.
结论:
- 物理治疗教育工作者应在混合模式内战略性地定时实践技能指导,以与教学内容保持一致,以便更好地临床应用.
- 在远程学习中,促进学生互动至关重要,以减轻孤立感.
- 在地理上分离的学生群体之间加强互动可以减少不平等,建立更强大的学习社区.
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