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相关概念视频

Case Studies01:22

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which child was...
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...

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The Multiple Sclerosis Performance Test MSPT: An iPad-Based Disability Assessment Tool
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职业治疗学生在移动应用程序中报告的基于证据的实践技能:跨部分研究

Susanne G Johnson1, Birgitte Espehaug1, Lillebeth Larun2

  • 1Department of Health and Functioning, Western Norway University of Applied Sciences, Bergen, Norway.

JMIR medical education
|February 21, 2024
PubMed
概括

职业治疗学生在使用移动应用程序的基于证据的实践 (EBP) 步骤中取得了不同程度的成功. "申请"和"审计"步骤是最具挑战性的,表明了课程改进的领域.

关键词:
积极学习策略 积极学习策略申请申请表 申请表 申请表跨截面研究是跨截面研究.发展发展发展发展发展.教育教育教育教育的教育.高等教育 高等教育互动式的互动式的互动.移动应用程序移动应用程序移动应用程序移动应用程序职业治疗是一种职业治疗.职业治疗学生的学生.学生 学生 学生 学生可用性可用性可用性使用使用使用使用使用使用.

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科学领域:

  • 健康 专业 教育 卫生 专业 教育
  • 职业疗法 职业疗法 职业疗法
  • 基于证据的实践.

背景情况:

  • 基于证据的实践 (EBP) 是医疗保健教育的核心组成部分.
  • 五个EBP步骤 (询问,评估,评估,应用,审计) 对于培养未来医疗保健专业人员至关重要.
  • 移动设备为评估学生的EBP技能提供了一个平台.

研究的目的:

  • 用专门的移动应用程序评估职业治疗学生在基于证据的实践 (EBP) 技能的熟练程度.
  • 确定学生发现最难记录的特定EBP步骤.

主要方法:

  • 采用了横截面研究设计.
  • 描述性统计分析了EBP技能,这些技能在EBPsteps应用程序中记录.
  • 奇平方测试检查了PICO/PICo配方与证据识别之间的关联.

主要成果:

  • 在150名学生中,有119名学生使用了该应用程序,产生了240个批判性评估主题 (CAT).
  • 学生有效地执行了"询问"",评估"和"评估"的步骤; "应用"和"审计"的步骤是最不熟练的.
  • 正确的PICO/PICo配方与确定研究证据 (P<.001) 有积极的相关性.

结论:

  • 学生对EBP步骤的掌握程度各不相同,其中"应用"和"审计"提出了重大挑战.
  • 调查结果表明,可以改进EBPsteps应用程序和教育策略的领域.
  • 该EBPsteps应用程序作为一个有价值的工具,用于客观评估学生的EBP技能.