探索对临床教育合作伙伴的支持
Deborah George1,2,3,4,5,6,7,8,9,10,11, Sean P Gallivan1,2,3,4,5,6,7,8,9,10,11, Amy Both1,2,3,4,5,6,7,8,9,10,11
1Deborah George is director of clinical education and associate professor in the Doctor of Physical Therapy Program at The University of Findlay, 1000 N. Main Street, Findlay OH 45840 (george@findlay.edu). Please address all correspondence to Deborah George.
Journal, physical therapy education
|May 17, 2024
概括
临床教育教师需要更多的支持从学术课程. 关键需求包括更好的学生准备,更好的沟通和教师发展资源,以加强临床教育.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 临床教育 临床教育
- 学术-临床合作伙伴关系
背景情况:
- 对临床教育 (CE) 网站的需求不断增长,使现有资源受到压力.
- 增加的行政负担和生产力预期减少了教师临床指导的时间.
- 了解CE教师的需求对于成功的学术-临床伙伴关系至关重要.
研究的目的:
- 确定临床教育教师所需的基本资源和支持.
- 在物理治疗师学术课程中探索临床教育教师的需求.
主要方法:
- 采用了一个构造主义基于理论的设计.
- 数据收集涉及调查 (n=24),采访 (n=4) 和与CE教师的重点小组 (n=6).
- 代数据评估确保了清晰度和和度,以达到研究目标.
主要成果:
- 关于临床教育主任的支持需求,出现了五个关键主题.
- 主题包括学生准备,学术临床合作伙伴沟通,管理优秀学生,标准化CE流程和教师发展资源.
结论:
- 欧洲经济学院的教师面临着影响学生指导的挑战.
- 需要学术课程提供更多协作和主动的支持.
- 未来的研究应该调查沟通,资源提供,协作障碍和援助.
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