2020年在线物理治疗教学的心理影响:我们学到了什么?
Julie Bampton1,2,3,4,5,6,7,8, Clarice Y Tang1,2,3,4,5,6,7,8, Marnee J McKay1,2,3,4,5,6,7,8
1Julie Bampton, associate lecturer, Sydney School of Health Sciences, Faculty of Medicine and Health, D18 The Susan Wakil Health Building, Western Avenue, The University of Sydney, NSW 2006, Australia (julie.bampton@sydney.edu.au). Please address all correspondence to Julie Bampton.
Journal, physical therapy education
|March 13, 2024
概括
COVID-19大流行严重影响了物理治疗 (PT) 教师和系主任,导致工作和个人因素的高压力. 这种长期的压力导致了疲劳和减少的同学关系,PT教育工作者持续关注心理健康问题.
科学领域:
- 健康科学 卫生科学 卫生科学
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
背景情况:
- 在全球范围内,COVID-19大流行需要在物理治疗 (PT) 计划中快速转向在线学习.
- 现有的文献主要涉及教学挑战,仅限于教师和系主任的心理健康.
研究的目的:
- 探索在COVID-19流行病的初期阶段影响物理治疗教师和系主任福利的因素.
- 了解过渡到在线教育对PT教育工作者的社会和心理影响.
主要方法:
- 使用焦点小组方法的定性研究.
- 在2020年期间,参与了来自澳大利亚悉尼三所大学的物理治疗教师和系主任.
- 数字记录和转录的焦点小组讨论的主题分析.
主要成果:
- 物理治疗教师和椅子经历了显著的压力,由于工作相关的 (机构,教师) 和非工作相关的 (个人) 因素.
- 感知到的压力因素在整个大流行期间没有得到改善,导致疲劳增加和同学关系下降.
- 预计会对教师和主席的心理健康产生持续的影响.
结论:
- 疫情加剧了现有的压力对物理治疗教师和椅子.
- 解决PT教育工作者的心理健康和福祉需要增加机构支持和现实的边界设置.
- 持续的支持对于保持高质量的物理治疗教育至关重要.
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