在头脑中以终点开始:对综合临床教育课程的产品评估
Yvonne M Colgrove, Jason L Rucker1
1University of Kansas Medical Center, 3901 Rainbow Boulevard, Mail Stop 2002, Kansas City, KS 66160, USA. Tel 913-588-6785. jrucker2@kumc.edu.
Journal of allied health
|September 20, 2023
概括
综合临床教育 (ICE) 改善了物理治疗学生在临床轮换中的表现和满意度. 这种新的课程更好地为学生做好了准备,将他们的自我评估与临床指导员的评估结合起来.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 课程开发 课程开发
- 临床教育 临床教育
背景情况:
- 传统的物理治疗课程可能无法完全优化学生对临床实践的准备.
- 综合临床教育 (ICE) 提供了一种新的方法来弥合教学学习和临床经验.
研究的目的:
- 评估新课程的产品,将五个独立的ICE课程整合到物理治疗博士课程中.
- 将ICE课程与传统课程之间的学生表现和满意度进行比较.
主要方法:
- 语境,输入,产品,流程 (CIPP) 模型被用于课程评估.
- 产品评估包括临床绩效仪器 (web-CPI) 评级,学生自我评估,满意度调查和补救率.
- 在ICE队列中的58名学生的结果与前两个传统队列中的76名学生进行了比较.
主要成果:
- 在ICE和传统课程之间,最终的临床指导员 (CI) 网络CPI评估没有显著差异.
- 在ICE课程中的学生在初级和中级全日制临床教育经验 (FTCE) 中获得了更高的分数.
- ICE学生报告说,他们对临床教育计划的满意度更高,他们的网络CPI评级与CI评级更接近.
结论:
- ICE课程有效地提高了学生在临床教育中的表现和满意度.
- ICE可能是一种有价值的教育策略,可以最大限度地发挥学生的潜力,并优化物理治疗课程中资源利用率.
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