探索对有助于成人失语症发展批判性思维的因素的看法:在四年级语音语言病理学学生中进行的一项研究
A Catania1, K A Coutts1, N Barber1
1Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa.
The clinical teacher
|October 10, 2023
概括
语音语言病理学学生通过理论学习 (如案例研究) 和实践临床经验 (如床边观察和反) 来培养成年人失调症的批判性思维. 这提高了他们的决策技能,以有效地管理失调症.
科学领域:
- 语音和听力科学 语言和听力科学
- 医学教育 医学教育
背景情况:
- 在南非,成年人食障碍的管理在资源有限的医疗保健系统中提出了独特的挑战.
- 有效的食障碍干预需要演讲语言病理学家 (SLP) 的理论知识和批判性思维的混合.
- 在SLP职业生涯的早期培养批判性思维技能对于明智的临床决策至关重要.
研究的目的:
- 调查SLP学生所感知的因素,以增强成年人食障碍症中的批判性思维.
- 了解从理论知识向临床决策的转变,在功能障碍的评估和干预.
- 为了告知未来的功能障碍实践,并加强语音治疗教育.
主要方法:
- 在三个大学采用了定性研究设计.
- 通过15名SLP学生的在线调查收集数据.
- 后续关注小组由四名参与者组成,使用反射主题分析进行分析.
主要成果:
- 观看仪器评估视频,案例研究和参与同行学习被确定为批判性思维的关键理论增强剂.
- 提供专家临床医生的临床观察,个人反和监督的临床环境对于支持批判性思维发展至关重要.
- 理论理解和批判性思维在成年人食障碍症中的实际应用之间存在差距.
结论:
- 为临床教育工作者提供了建议,以更好地为SLP学生做好成人食障碍培训的准备.
- 加强临床教育策略可以提高学生提供上下文相关和响应性失调服务的能力.
- 整合理论和实践的学习经验对于培养SLP学生的批判性思维至关重要,以帮助他们管理失调症.
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