培训格式和临床教育模式如何影响语音语言病理学轮换的忠诚度和信心?
George W Wolford1,2, Ethan J Wash3, Ashley R McMillon3
1Department of Rehabilitation Sciences, Beaver College of Health Sciences, Appalachian State University, 1179 State Farm Rd, Boone, NC, 28607, USA. wolfordgw@appstate.edu.
Advances in health sciences education : theory and practice
|August 25, 2023
概括
这项研究发现,虽然临床培训格式没有影响语音语言病理学学生的信心或治疗忠诚度,但协作教育模式确实提高了信心,并可能提高忠诚度.
科学领域:
- 医学教育 医学教育
- 语音语言病理学培训 语言病理学培训
背景情况:
- 临床教育轮换对于培养学生信心和治疗忠诚度至关重要.
- 关于培训阶段和教育模式对这些结果的不同影响的研究有限.
研究的目的:
- 为了比较临床培训格式 (同步与异步) 对学生信心和治疗忠诚度的影响.
- 评估教育模式 (传统与协作) 对学生信心和治疗忠诚度的影响.
主要方法:
- 36名语音语言病理学研究生参加了两阶段,一学期的临床轮换.
- 第1阶段评估了训练条件 (同步,异步引导,异步非引导).
- 第二阶段评估了教育模式 (传统与协作),测量了信心和治疗忠诚度.
主要成果:
- 培训格式没有显著影响学生的信心或治疗忠诚度.
- 协作教育模式的学生报告的信心比传统模式的学生更高.
- 协作模型显示了更高治疗忠诚度的趋势.
结论:
- 临床前培训形式是有效的,如果它们涵盖临床轮换的基本技能.
- 协作式学习环境可以提高学生在临床环境中的信心和治疗忠诚度.
- 在临床轮换期间的同行互动可能对学生的发展有益.
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