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在物理治疗师课堂中混合灵活的课堂设计

Max K Jordon^1,2,3, Frank Tudini^1,2,3, Derek Liuzzo^1,2,3

¹Max K Jordon is an assistant professor in the Chattanooga Department of Physical Therapy at the University of Tennessee, 615 McCallie Ave, Chattanooga, TN (max-jordon@utc.edu). Please address all correspondence to Max K Jordon.

Journal, physical therapy education

|March 13, 2024

概括

物理治疗博士 (DPT) 教育中的混合灵活 (HyFlex) 模式提供了灵活性,并减少了学生的压力,而不会影响学业表现. 这种创新方法允许学生选择自己的学习方式,增强他们的教育经验.

科学领域:

* * 医学教育医学教育
* 其他医疗保健专业
* 教育技术 * 教育技术

背景情况:

* 传统的物理治疗博士 (DPT) 课程依赖于面对面的指导.
* 混合和HyFlex模式正在成为DPT教育中的灵活替代方案.
*HyFlex模型独特地结合了面对面,同步在线和异步在线学习选项.

研究的目的:

* 描述HyFlex教育模式在DPT运动学课程中的实施.
* 评估HyFlex方法在物理治疗博士课堂环境中的应用.

主要方法:

* 一个HyFlex模型在36名学生的第一年DPT运动学课程中实施.
*学生选择他们喜欢的参与方式:面对面,同步在线或异步在线.
*学术成绩在参与小组之间进行了比较,并通过调查提供了定性反.

主要成果:

* 定量分析显示,参与组之间的学术表现没有显著差异.
* 定性反表明,学生重视HyFlex模型提供的灵活性,组织和减轻压力.
*学生的担忧包括潜在的社会影响,学术诚信,动机和技术挑战.

结论:

*HyFlex模型可以在DPT教育中成功实施,提供了显著的灵活性.
*这种教育方法可以减少学生的压力,而不会影响学业成果.
*需要进一步的研究来解决学生报告的挑战,并优化HyFlex学习体验.

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