语音语言病理学研究生获得静态和动态干预技能
George W Wolford1, Ethan J Wash2, Matthew P Stowers2
1Department of Rehabilitation Sciences, Beaver College of Health Sciences, Appalachian State University, Boone, NC.
American journal of speech-language pathology
|March 13, 2024
概括
模拟学习体验 (SLEs) 有效地教语音语言病理学学生临床技能. 动态技能需要比静态技能更多的培训,以便学生在临床教育中掌握.
科学领域:
- 语音语言病理学教育教育
- 获得临床技能 获得临床技能
- 基于模拟的学习学习
背景情况:
- 语音语言病理学课程利用模拟学习体验 (SLEs) 培训研究生.
- 培训重点是忠实于治疗干预,包括静态和动态技能.
- 静态技能是始终执行,而动态技能需要客户响应调整.
研究的目的:
- 调查学生在SLE和实践临床实践中学习静态和动态技能.
- 在研究生中比较静态与动态临床技能的获取率.
主要方法:
- 33名语音语言病理学研究生参加了这次活动.
- 治疗忠实性在三个点上被测量:初始SLE,临床实践和最终的SLE.
- 使用整体准确度评估忠诚度,并分别对静态和动态技能进行评估.
主要成果:
- 学生的整体准确性从初始模拟到临床实践有了显著的改善.
- 静态技能的准确性在很大程度上是在第一次模拟后实现的.
- 动态技能表现出较慢的获取时间表,与静态技能相比,其准确性较低.
结论:
- 语音语言病理学在准备学生参加语音语言病理学临床实践方面是有效的.
- 与静态技能相比,动态技能对学生来说是一个更大的学习挑战.
- 在临床教育中,建议加强对动态技能发展的关注.
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