从挑战中出现的变革性学习 一年级学生经历的挑战
Margaret M Plack1,2,3,4,5,6, Marjorie Johnson Hilliard1,2,3,4,5,6, Ellen Costello1,2,3,4,5,6
1Margaret M. Plack is the professor emeritus at the Department of Health, Human Function and Rehabilitation Sciences, The George Washington University School of Medicine and Health Sciences, c/o Ellen Costello, 2000 Pennsylvania Ave, NW, Suite 2000, Washington, DC, 20006, (mplack@gwu.edu). Please address all correspondence to Margaret M. Plack.
物理治疗博士 (PT) 学生面临着重大挑战,但克服这些挑战促进了转型学习和个人成长. 教师应该认识到并支持这种偶然的学习,以促进学生的发展.
科学领域:
- 医学教育 医学教育
- 定性研究是指质量研究.
- 学生福利 学生福利
背景情况:
- 物理治疗博士 (DPT) 课程在学术上严格,为学生带来了巨大的挑战.
- 有证据表明,DPT学生对心理健康问题的关注越来越大.
- 教师可能低估了学生的挑战程度,错过了支持机会.
研究的目的:
- 探索影响第一年DPT学生应对能力的因素.
- 确定学生从管理学术和个人挑战中学到的教训.
- 了解DPT学生的转型学习过程.
主要方法:
- 从第一年DPT学生的70篇书面叙述的定性分析.
- 用于收集有关学生挑战的数据的关键事件问卷.
- 基于共识的解释主义方法与可信度的策略 (三角化,同行评审).
主要成果:
- 学生确定了影响他们应对机制的内部和外部因素.
- 克服挑战导致了学业成功,新的行为,并提高了自我意识.
- 学生通过他们的经历报告了显著的个人和专业成长.
结论:
- 在DPT学生的经验涉及通过挑战的变革性学习.
- 承认和支持偶然学习对于学生的发展至关重要.
- 教师应该承认和促进与学术学习同时发生的整体成长.
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