混合方法培训计划对未来医生对智力障碍的态度的影响
Sevil Akbulut Zencirci1, Selma Metintas2, Ferdi Kosger3
1Bilecik Provincial Directorate of Health, Bilecik, Turkey.
International journal of developmental disabilities
|March 14, 2024
概括
混合方法培训计划显著改善了医学学生对智力障碍 (ID) 的态度. 这种培训增强了理解,减少了不适,导致对ID患者的看法更加积极.
科学领域:
- 医学教育 医学教育
- 关于残疾人的研究.
- 心理学 心理学 心理学
背景情况:
- 医学学生对智力障碍 (ID) 的态度可能会影响患者的护理.
- 需要有效的培训干预措施来培养积极的态度和减少耻辱感.
研究的目的:
- 评估混合方法培训计划对高级医学学生对智力障碍的态度的影响.
- 评估培训干预的长期有效性.
主要方法:
- 一项涉及高级医学学生的准实验性研究.
- 干预组接受混合方法培训 (研讨会,角色扮演,社交接触);对照组观看了与此无关的视频.
- 对智力障碍问题的态度问卷 (ATTID) - 在干预前,干预后和6周后续期间使用的简单表格.
主要成果:
- 干预组在培训后和随访时显示出ATTID分数 (不适,能力/权利知识,原因知识) 的显著积极变化.
- 与对照组相比,干预组在大多数ATTID因子上从干预前到6周的随访期间的改善显著更大.
- "交互"因子没有显著改善,而"敏感性或敏感性"在随访时没有显示不同组之间的显著差异.
结论:
- 一个混合方法培训计划有效地改善了高级医学学生对智力残疾人的态度.
- 这项培训导致了知识的持续积极变化,并减少了与智力障碍相关的不适.
- 进一步的研究可能会探索加强"互动"组件,以全面改善态度.
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